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- Dialogando acerca do gênero, da sexualidade e dos corpos em contexto acadêmico: uma possibilidade de inovação pedagógica?Publication . Oliveira, Anselmo Lima de; Brazão, José Paulo Gomes; Dias, Alfrancio FerreiraBodies and sexualities are present in universities, but, even so, they continue to be denied and displaced to social silence. Building dialogues with the academic-scientific community can change traditional scenarios about the aforementioned themes and open possibilities for pedagogical innovation. The purpose, in this article, is evident in outlining theoretical and methodological approaches regarding the affirmation of sexuality, body and gender, in the academic context. Anchored in post-critical studies, we will seek to dialogue with authors of significant scope, such as: Michel Foucault, Judith Butler, Guacira Lopes Louro, Beatriz Dounis and Carlos Fino.
- Ambiente de aprendizagem emergente: a Escola da PontePublication . Pereira, Bárbara Rubina Coelho Ramos; Brazão, José Paulo GomesThis article aims to question the pedagogical modes of action within the contexts, from a perspective of rupture with the institutionalized model of teaching-learning. It is important to take a close look at critical constructivism, exposing its relationship with emerging learning environments and with pedagogical innovation. We proceed to the presentation of the learning environment present at Escola da Ponte, looking at it as an emergent learning environment in the light of critical constructivism. We conclude that the Fazer a Ponte project is a new pedagogy, which presents itself as disruptive in relation to traditional practices associated with the factory school model, which fosters the development of student skills, namely the capacity for reflection and evaluation, critical thinking and problem solving.
- Ambientes de aprendizagem: do real ao imersivoPublication . Vieira, Luís Miguel Silva; Brazão, José Paulo GomesThis article addresses learning from a constructivist perspective and the potential that hybrid and immersive environments may have in the teaching-learning process, in which it is of significant relevance to consider the active involvement and stimulation of student agency in the process of knowledge construction. In this sense, the authors present theoretical considerations and reflections aimed at raising awareness for emerging learning environments, different models of hybrid teaching and for various immersive media, as well as, contribute to the reflection and consolidation of the foundations of learning in these contexts. Emphasising situational learning, integrating hybrid and immersive environments, can lead the study of education and learning in new directions.
- Avaliar os ambientes de aprendizagem potenciais e emergentes para além dos objetivosPublication . Vieira, Luís Miguel Silva; Brazão, José Paulo GomesThis article aims to reflect on the evaluation of potential and emergent learning environments. Learning environments are considered as potential sources of development where learners, as integral members of these contexts, act in a constructivist perspective. It is concluded that the assessment of learning environments should seek to overcome the limitation associated with the excessive focus on the efficiency of teaching, which can be achieved through the effective inclusion of the student in the context. The importance of agency in learning environments is also recognised and it is suggested that potential or emerging learning environments should seek to integrate a holistic and inclusive conception of participants. Reflecting on the potential that contexts bring to learning and knowledge construction, can trigger new ways of perceiving the dynamics of social relationships, learning and education.
- Vozes dos estudantes universitários sobre a diversidade sexual e de gênero, sua relação com a coeducação e com a inovação pedagógica: um estudo comparativo na Universidade da Madeira (Portugal) e na Universidade Federal de Sergipe (Brasil)Publication . Brazão, José Paulo Gomes; Oliveira, Anselmo Lima de; Dias, Alfrancio FerreiraThe concepts of gender and sex have been considered in recent literature as elements of power, under the circumstance of contemporary floating constructions. In the field of Education, a “deconstructed”, non-normative look is needed as a political act on issues of sexual diversity and gender. The curriculum as a culture can and must take a Queer view at school. In this research we intend to make a comparative study on sexual and gender diversity in the academic environment, listening to the voices of students from the University of Madeira and the Federal University of Sergipe. In this way, we emphasize coeducation in the construction of inclusive environments and their contribution in the field of pedagogical innovation. The discussion of these themes in the academy is fundamental for the conceptual renewal and the organizational contexts of the practice of pedagogy. It also contributes to important changes in social agendas.
- A educação em tempos de mudança: os contributos do projeto laboratório dos novos tempos (PLNT)Publication . Oliveira, Gilvando Inácio de; Brazão, José Paulo GomesThis article aims to report the possibilities of change in school practices of the Project Laboratory of New Times - (PLNT), linked to the formative actions of the NGO - CEAP (Centre for Studies and Pedagogical Advice), based in Salvador da Bahia. The Laboratory is dedicated to the construction of innovative methodologies, appropriating itself to a pedagogical practice centred on creativity, protagonism, self-didacticism, problem-solving capacity and autonomy in students' learning. We used a qualitative methodology. It was found that the project's formative actions broke the traditional practices and played an active role in the socio-political reality of the students, connecting all pedagogical actions with global events. The pedagogical action of learning with technological mediation, valued the students' socio-educational context and their possibilities of emancipation.
- Lembro-me de querer andar durinho, como se diz que homem deve ser: a construção do corpo gay na escolaPublication . Rios, Pedro Paulo Souza; Dias, Alfrancio Ferreira; Brazão, José Paulo GomesEste estudo tem como objetivo refletir acerca da construção de masculinidades/homossexualidades nas trajetórias de professores gays, egressos dos cursos de licenciatura em Pedagogia, Matemática e Biologia do Campus VII, da Universidade do Estado da Bahia – UNEB, tendo em vista os processos de construção de gênero e sexualidade, em suas trajetórias de vida, formação acadêmica e, exercício profissional. Desenvolvemos uma pesquisa qualitativa com descrição e interpertação das narrativas (auto)biográficas, produzidas por seis professores gays. Dessas narrativas emergiram as produções educativas heterossexistas e normatizadoras que visam transformar crianças em adultos. O poder disciplinar sobre os corpos no contexto escolar é disseminado por práticas educativas instituídas que hierarquizam, regulamentam e padronizam espaços, atividades pedagógicas, cores, modos de se comportar, brinquedos e, brincadeiras, como sendo adversativas, ou para meninos ou para meninas. Contudo, os corpos gays impõem-se ao problematizarem questões não passíveis de discussão. Os sujeitos desenvolveram estratégias de enfrentamento das normas heterossexistas. Isso resultou numa nova concepção do que é ser estudante, assumindo uma postura queer. Ser queer funcionou como instrumento pedagógico, para permanecer na escola, enquanto um direito social para resolver os atos preconceituosos e excludentes.
- O que dizem os estudantes sobre orientação sexual: um estudo comparativo na Universidade Federal de Sergipe e na Universidade da MadeiraPublication . Brazão, José Paulo Gomes; Dias, Alfrancio FerreiraThis article presents an analysis of the sexual orientation subcategory, in a comparative study at the University of Madeira, UMa (Portugal) and at the Federal University of Sergipe, UFS (Brazil) on “Voices of university students on sexual and gender diversity, their relationship with co-education and pedagogical innovation.” We used a qualitative methodology, applied a questionnaire with open and closed questions and the viewing of a videocast. We did the content analysis of the data. The compared results revealed that there is greater knowledge about the concept of sexual orientation among former UMa students, although a greater involvement of former UFS students is observed. Former students at UMa confirm the low participation. Both universities recognize the need to discuss the topic and use identical expressions when making evaluative considerations. They also recognize the negative influence of taboos and prejudices.
- “As brincadeiras denunciavam que eu era uma criança viada”: o gênero “fabricado” na infânciaPublication . Rios, Pedro Paulo de Souza; Dias, Alfrancio Ferreira; Brazão, José Paulo GomesO presente artigo tem por objetivo refletir sobre as brincadeiras de infância de seis professores gays egressos dos cursos de licenciatura em Pedagogia, Matemática e Biologia do Campus VII, da Universidade do Estado da Bahia – UNEB. Teoricamente, essa pesquisa baseia-se nos estudos de gênero, na sexualidade, na ludicidade e nos estudos queer. Desenvolvemos uma pesquisa qualitativa com uma abordagem (auto)biográfica sobre as experiências de vida e as trajetórias formativas dos professores. Verificamos que a criança viada se revela na transgressão das brincadeiras autorizadas. Em consequência, meninas e gays são vítimas de insultos, vigilância, segregação, silenciamento e repressão social. Para se prevenirem das possíveis agressões, muitas crianças adotam a duplicidade e o jogo dissimulado. São necessárias mais reflexões sobre as sexualidades não normativas no ambiente escolar como instrumento potencial da educação para a produção da diferença e não como sinônimo de diversidade, comumente apresentado nos currículos escolares.
- Diversidade sexual e de gênero na academiaPublication . Brazão, José Paulo Gomes; Dias, Alfrancio Ferreira