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Books on the topic 'Pedagogia activa'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Montserrat, Roser Solà i. L' escola Ton i Guida: Quan la pedagogia activa va anar al suburbi (Barcelona 1962-1994). Barcelona: Edicions 62, 2003.

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2

E, Li︠u︡bimt︠s︡ev P., ed. Trud aktera i pedagoga: Akter i obraz, Sverkhzadacha, Rezhissura i pedagogika. Moskva: GITIS, 2007.

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3

C, Humberto Quiceno. Pedagogía católica y escuela activa en Colombia (1900-1935). Bogotá: Ediciones Foro Nacional por Colombia, 1988.

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4

Sarasohn, Lisa T. Active teaching or pedagogical risk-taking. Corvallis, Or: OSU College of Liberal Arts, 1990.

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5

Volkov, L. A. (Leonid Andreevich), 1893-1973 and T︠S︡ukasov, S. V. (Sergeĭ Vitalʹevich), eds. Teatralʹnai︠a︡ pedagogika: Print︠s︡ipy, zapovedi, sovety. 3rd ed. Moskva: URSS, 2009.

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6

Colli, Gian Giacomo. Una pedagogia dell'attore: L'insegnamento di Orazio Costa. 2nd ed. Roma: Bulzoni, 1996.

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7

Colli, Gian Giacomo. Una pedagogia dell'attore: L'insegnamento di Orazio Costa. Roma: Bulzoni, 1989.

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8

B, Solovʹev V. Azbuka aktera, rezhissera i pedagoga li͡u︡bitelʹskogo teatra. Syktyvkar: Komi RIPPKRNO, 1994.

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9

Pini, Giovanna. L' anim/a/zione nella pedagogia teatrale. Roma: Armando, 2006.

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10

Bosman, R. E. Handelingstheorie en pedagogiek: Een onderzoek naar de grondslagen van de pedagogiek. Amersfoort: Acco, 1987.

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11

Mistero e teatro: Orazio Costa, regı̀a e pedagogia. Roma: Bulzoni, 2004.

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12

Problematizing service-learning: Critical reflections for development and action. Charlotte, NC: Information Age Pub., 2010.

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13

Dam, C. van. El laboratorio experimental de Clodimir Santos de Morais: Una pedagogia para la organización social. Chapingo, México: LISPOC, 2002.

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14

Couet, M. La pedagogie convergente à l'ecole fondamentale: Bilan d'une recherche-action (Ségou - Republique du Mali). Paris: Agence de Cooperation Culturelle et Technique, 1994.

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15

Crockett, Denise K. Action research in the classroom: Practical and critical strategies. New York: P. Lang, 2004.

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16

Harmin, Merrill. Inspiring Active Learning. Alexandria: ASCD, 2009.

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17

Risk and our pedagogical relation to children: On the playground and beyond. Albany, NY: State University of New York Press, 1998.

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18

Porfilio, Bradley J., and Heather Hickman. Critical service-learning as revolutionary pedagogy: A project of student agency in action. Charlotte, N.C: Information Age Pub., 2011.

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19

Giusti, Mariangela. Una scuola tante culture: Un percorso di autoformazione interculturale : la riflessione pedagogica, la ricerca, la metodologia, la didattica. Firenze: Fatatrac, 1996.

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20

Vahrusheva, Lyudmila. Development of mental activity of preschool children. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1093072.

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The textbook reveals the general issues of organizing the mental activity of preschool children: the development of mental actions and mental abilities, the features of developing, problem-based learning and its methods, the meaning and place of active methods of organizing mental activity in pedagogical work with children, the technology of using active learning tools — intellectual games and cognitive fairy tales. For the organization of independent work of students, sample topics of seminars, practical classes, questions for the test, the final test of the discipline are offered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical profile, students of the system of additional professional education( advanced training), practitioners of preschool educational institutions and all those who are interested in the development of the mental activity of preschoolers.

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21

Nowak, Anita. Rethinking media education: Critical pedagogy in action. Cresskill, NJ: Hampton Press, 2007.

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22

Researching lived experience: Human science for an action sensitive pedagogy. London, Ont: Althouse Press, 1990.

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23

Researching lived experience: Human science for an action sensitive pedagogy. [Albany, N.Y.]: State University of New York Press, 1990.

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24

Researching lived experience: Human science for an action sensitive pedagogy. 2nd ed. London, Ont: Althouse Press, 1997.

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25

Researching lived experience: Human science for an action sensitive pedagogy. London: Routledge, 2016.

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26

Moreno, Ivonka Espinoza de. Aproximación teórica al educador-investigador. [Caracas]: Ediciones Los Heraldos Negros, 1997.

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27

Challenging status quo retrenchment: New directions in critical research. Charlotte, North Carolina: Information Age Publishing, Inc., 2013.

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28

Lakes, Richard D. Youth development and critical education: The promise of democratic action. Albany, N.Y: State University of New York Press, 1996.

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29

Harmin, Merrill. Inspiring active learning: Strategies of instruction. Edwardsville, Ill: Inspiring Strategy Institute, 1995.

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30

Moreno, Ivonka Espinoza de. El educador y la investigación acción transformadora: Una propuesta metodológica alternativa. [Caracas]: Ediciones Los Heraldos Negros, 1997.

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31

Pithouse, Kathleen. Making connections: Self-study & social action. New York: Peter Lang, 2009.

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32

Inspiring active learning: A handbook for teachers. Alexandria, Va: Association for Supervision and Curriculum Development, 1994.

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33

V, Reyes Loui, ed. Research as praxis: Democratizing education epistemologies. New York: Peter Lang, 2011.

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34

Nemiroff, Greta. Critical humanism in action: Ideology and pedagogy at the New School of Dawson College. Montréal: The New School, Dawson College, 1990.

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35

Critical pedagogy and Marx, Vygotsky, and Freire: Phenomenal forms and educational action research. New York: Palgrave Macmillan, 2015.

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36

Didactica de la historia : una propuesta desde la pedagogia activa. Bogotá, Colombia: Magisterio, 1994.

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37

Para Una Pedagogía Activa y Creativa. México City, Mexico: Editorial Trillas, 2001.

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38

Keating, AnaLouise. Pedagogies of Invitation. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037849.003.0006.

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This chapter calls for and attempts to enact alternatives to critical pedagogy. More specifically, it explores the implications of positing interconnectivity as a framework for invitational pedagogies and relational models of identity. Language, belief, perception, and action are intimately interwoven. All too often, however, we (educators and students) assume that our perceptions and beliefs accurately reflect the entire truth about reality and ourselves; such assumptions narrow, limit, and restrict our worldviews and inhibit our actions. After examining the crucial role self-enclosed individualism plays in sustaining racism and other forms of social injustice, this chapter uses indigenous science and womanist thought to develop transformative pedagogical models, or “pedagogies of invitation;” invitational pedagogies are nonoppositional and require intellectual humility, flexibility, and an open-minded attitude.

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39

Coles, Romand. Environmental Political Theory and Environmental Action Research Teams. Edited by Teena Gabrielson, Cheryl Hall, John M. Meyer, and David Schlosberg. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199685271.013.24.

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This chapter explores relationships between democratic action research and environmental political theory. In the absence of action research pedagogies, neo-liberalism will increasingly undermine the spaces and possibilities in institutions of higher education that have been integral to the development of environmental political theory. Action research pedagogy offers collaborative pathways for students, faculty, and community members to begin to address the profound ecological, political, and educational challenges of the contemporary world. The chapter contends that the transformative quotidian work involved in action research pedagogies is likely an indispensable condition for engendering civic agency, a sense of active hope, and theoretical reflection in students who are otherwise often resistant to it. With reference to the action research movement at Northern Arizona University, it illuminates ways in which action research can lead to institutional change in higher education that may catalyze environmental thought and action in dark times.

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40

Martins, Ana Isabel Correia, and Adriano Scatolin. O Discurso Inaugural do Real Colégio dos Nobres (1766). Imprensa da Universidade de Coimbra, 2021. http://dx.doi.org/10.14195/978-989-26-1938-5.

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O italiano Miguel António Ciera profere a 14 de Abril de 1766 o Discurso Inaugural do Real Colégio dos Nobres, instituição im-pulsionada pelo Ministro Sebastião Carvalho e Mello, sob o patronato régio de D. José I. O Discurso, escrito em latim e estruturado em doze capítulos, apresenta reflexões em prol das Letras e das Humanidades, discorre sobre questões de Fi-losofia Política, num equilíbrio sensato entre críticas e elogios a uma classe privilegiada que se almeja que seja cada vez mais versada nos diversos assuntos de Estado. Este panegírico incide sobretudo na imprescindibilidade de uma formação in-tegral, como se de uma segunda natureza se tratasse, fortale-cida nos princípios da ética e da moral para que os jovens no-bres pudessem desempenhar de forma activa e competente os papéis para os quais estariam destinados. A eloquência do orador, a estrutura argumentativa da prelecção, tão ao estilo ciceroniano, comprovam que tanto ao nível da res como dos verba este discurso é de assinalável relevância para o estado de arte e para o estudo da História pedagogia no século XVIII, em Portugal.

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41

Breuning, Marijke. Pedagogy and Foreign Policy Analysis. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.275.

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Pedagogical objectives and educational outcomes play a significant role in foreign policy analysis. The actor-centered approach of foreign policy analysis gives students the unique opportunity to place themselves in the shoes of decision makers and to understand the different constraints, both domestic and international, that influence the policies adopted by decision makers. In other words, foreign policy analysis can have two functions: to teach students about the processes by which foreign policy is made, or the substance of the foreign policies of various countries, and to enhance students’ ability to imagine the perspectives of others. Whether foreign policy analysis does, in fact, manage to develop this ability is an empirical question that also depends on the course emphasis and pedagogies employed. In this sense, pedagogy does not only mean excellent teaching, but also systematic investigation of teaching methods and techniques, student learning outcomes, educational assessment, and curriculum development. The literature on foreign policy analysis, pedagogy, and curriculum emphasizes active learning strategies and the need for clearly articulated learning objectives for the curriculum as a whole and the place of specific courses within it. Examples of active learning pedagogies are case teaching, simulations, and problem-based learning. Despite some very worthwhile research that has been done, there are still some gaps that need to be addressed. One is the lack of empirical work that helps evaluate the merits of the various teaching strategies in foreign policy analysis, and another is the inconsistent findings produced by the empirical studies that do exist.

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42

Albert, Laura. Educando en el respeto: Hacia una pedagogía viva y activa. Grupo Editorial Círculo Rojo SL, 2019.

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43

Glenda, MacNaughton, Hughes Patrick, and Smith Kylie, eds. Young children as active citizens: Principles, policies and pedagogies. Newcastle: Cambridge Scholars Pub., 2008.

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44

Rose, E. Cronan. Meeting the Challenge: Innovative Feminist Pedagogies in Action. Routledge, 1999.

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45

Maralee, Mayberry, and Rose Ellen Cronan 1938-, eds. Meeting the challenge: Innovative feminist pedagogies in action. New York: Routledge, 1999.

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46

Kristine, Blair, Gajjala Radhika 1960-, and Tulley Christine, eds. Webbing cyberfeminist practice: Communities, pedagogies, and social action. Cresskill, NJ: Hampton Press, 2008.

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47

Rose, E. Cronan. Meeting the Challenge: Innovative Feminist Pedagogies in Action. Routledge, 1999.

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48

Varkonyi, H. Dezso. A cselekves lelektana (Az Orszagos Pedagogiai Konyvtar es Muzeum hasonmas kiadvanyai). Orszagos Pedagogiai Konyvtar es Muzeum, 1993.

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49

Curriculum and Imagination: Process Theory, Pedagogy and Action Research. Routledge, 2007.

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50

McKernan. Curriculum and Imagination: Process Theory, Pedagogy and Action Research. Routledge, 2007.

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