Navegando por Autor "Silva, Carlos Cardoso"

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    Justiça social e multiculturalismo na educação: perspectiva emergente e insurgente na didática crítica intercultural
    (Universidade Federal de Goiás, 2020-12-08) Suanno, Marilza Vanessa Rosa; Silva, Carlos Cardoso; Franco, Taynnara Rodrigues de Oliveira; Magalhães, Wesley Brito
    This study aimed to analyze the Annals of the XIX ENDIPE - National Meeting of Didactics and Teaching Practices that addressed the theme “Where does didactics go? Facing today's theoretical approaches and political challenges ”, which took place in Salvador / BA between September 3 and 6, 2018. First, a theoretical survey was carried out on multiculturalism and critical interculturality. Then, the articles by the authors that used words as 'multiculturalism' and 'interculturality' in the titles were selected. Altogether, there were 20 works. From the reading of the texts used and the characteristics that Vera Candau determines about a critical interculturality, the following categories were analyzed: a) openness; b) recognition and redistribution; c) democracy and justice; d) prejudice, discrimination and monoculture; e) culture, identity and empowerment. It was found that, when addressing a thematic proposal, the articles demonstrate the theoretical, reflective and practical insurgent damages, the critical interculturality in education.
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    Um olhar acerca da educação de adultos no ensino superior
    (2014-10) Teixeira, Ricardo Antonio Gonçalves; Costa, Keila Matida de Melo; Silva, Carlos Cardoso; Santos, Soraya Vieira
    Este estudio tiene como objetivo promover una discusión acerca de la presencia del estudiante adulto em la educación universitaria. A través de estudio de casos, presenta estadísticas que revelan una presencia en la Universidad Federal de Goiás, y sobre todo en el curso de Pedagogía, y buscan entender cómo los profesores perciben el curso de pedagogía estos estudiantes en el aula. El estudiante es visto como un adulto de entre el grupo de edad defi nido por la UNESCO, más de 30 años. El análisis de documentos y entrevistas con seis profesores subvencionados esta propuesta. Como resultado, existe la constante presencia de la estudiante-adulto en UFG graduado en el período 2005-2012, así como las concepciones positivas que se identifi caron los estudiantes en el aula.
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    O paradoxo da tecnologia na educação de jovens e adultos
    (Universidade Federal de Goiás, 2022-04-06) Ribeiro, Marcella Borges; Viana, Cynthia Maria Jorge; Viana, Cynthia Maria Jorge; Silva, Carlos Cardoso
    The present research aims to discuss the paradoxes of technology as a pedagogical tool in the Young and Adults Education (YAE-EJA) and its contribution to a critical reflection and conscious use of digital resources, or to a technicist teaching. The research methodology was elaborated from a bibliographic study, of qualitative character, based in theoretical references, bibliographical and digital sources, books, academic articles and official documents. The references for this production run through authors from the EJA field, as well as authors who will contribute to the understanding of technology in this teaching modality. For better development and thematic approach, the research was built and separated in two chapters. In the first chapter, a brief history about EJA was introduced, starting from the 1900s, approaching the main events, advancements and movements that marked its growth in this period, especially, from the 1940s. In the second chapter, the applicability of technology in EJA was discussed, approaching its insertion in that teaching modality, more strongly from the 2000s, and the paradox of technology as a pedagogical tool. It is understood that technology in EJA’s teaching isn’t limited to being just another tool, but a resource that can potentialize the student’s learning and allow them to actwith greater discernment in the digital world.