Submissões Recentes

• Carregando...

  Tipo de item:Item,

  Da weltanshauung à coisa: considerações sobre a sublimação no cinema e na música

  (Universidade Federal do Rio de Janeiro, 2026)

  Cunha, Daniel Szwarcfiter

  ;

  Oliveira, Fabio Malcher Martins de

  ;

  http://lattes.cnpq.br/4486166569128792

  Mostrar mais
• Carregando...

  Tipo de item:Item,

  Os estudos da inteligência artificial aplicada à educação e formação docente

  (Universidade Federal do Rio de Janeiro, 2026-07-06)

  Santanna, Jacqueline Lucia da Silva

  ;

  Paschoalino, Jussara Bueno de Queiroz

  ;

  http://lattes.cnpq.br/1537250371879200

  ;

  Andrade, Priscila

  ;

  Cerdas, Luciene

  Mostrar mais
• Carregando...

  Tipo de item:Item,

  A insegurança alimentar e o desenvolvimento na Educação Infantil

  (Universidade Federal do Rio de Janeiro, 2026-07-13)

  Nunes, Karina Lagos de Souza

  ;

  Chaves, Jacqueline Cavalcanti

  ;

  http://lattes.cnpq.br/8251131202036561

  ;

  Santos, Nubia de Oliveira

  ;

  Monteiro, Aline Veríssimo

  Mostrar mais
• Carregando...

  Tipo de item:Item,

  A leitura no foco da avaliação: uma análise da prova de espanhol do ENEM

  (Universidade Federal do Rio de Janeiro, 2026-03-11)

  Barreto, Paloma da Silva

  ;

  Vargas, Diego da Silva

  ;

  https://orcid.org/0000-0001-6292-256X

  ;

  https://lattes.cnpq.br/2200910661781151

  ;

  Silva Júnior, Antonio Ferreira da

  Mostrar mais

  This dissertation investigates how reading is assessed in the Spanish-language questions of the Brazilian National Upper Secondary Education Examination (ENEM), with the aim of identifying the conceptions of reading that underpin the exam and discussing their implications for language education in basic education. Adopting a qualitative and interpretive approach, supported by descriptive quantitative procedures, the study analyzes a corpus of forty questions administered between 2021 and 2024. The analysis was organized around five interdependent analytical axes: genre of the source text, keywords in the item prompt, levels of inference, levels of linguistic analysis, and dimensions of reading mobilized. The results indicate that, despite the diversity of genres, themes, and textual materialities in the source texts, reading practices oriented toward global comprehension and the identification of meaning effects predominate and are strongly delimited by the item prompt. A predominance of low-level inferences mainly anchored in the source text is also observed, as well as a low incidence of operations focused on the systematic analysis of linguistic resources. Based on these findings, it is concluded that, although the Spanish test of the ENEM aligns discursively with the valorization of contextualized reading, its functioning remains marked by the control of interpretation and by the stabilization of responses—features inherent to large-scale assessments—which limits the expansion of interpretive possibilities and tends to restrict the development of a critical stance on the part of the reader. The study contributes to the field of language education and foreign language assessment by proposing na integrated protocol for the analysis of reading items and by providing recent empirical data on the Spanish test, thereby strengthening reflection on its pedagogical and political-curricular effects.

  Mostrar mais
• Carregando...

  Tipo de item:Item,

  Consequências não-digitais do meio digital para o ensino de projeto

  (Universidade de São Paulo, 2020-12)

  Lassance, Guilherme

  Mostrar mais

  The present text assumes as opportune the possibility of discussing the current resistance to design studio teaching through digital media – imposed by the pandemic of COVID-19 – as a key to reveal aspects that are intrinsic to design teaching practices. Such aspects are still poorly addressed, compromising the quality of the education of architects and urbanists in Brazil. We analyze face-to face design studio pedagogical practices in the light of authors and concepts from the research field of design methods, considering some selected examples of pedagogical experiences carried out remotely. The analysis highlights the main reasons that hinder this transition to the digital environment and discusses some possible clues to overcome them. The text also discusses the consequences of such a transition for a transformation and diversification of design studio teaching frameworks in Architecture and Urbanism.

  Mostrar mais