Publications

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2023
Ostermann, F, de Cavalcanti CJH, Nascimento MM, Lima NW.  2023.  Speech analysis under a Bakhtinian approach: Contributions to research on physics education, 2023. Physical Review Physics Education Research. 19(1):010141.: APS Abstract

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2022
Ostermann, F, Rezende F, Nascimento MM, Massi L.  2022.  The teaching area: drawing from Bourdieu’s field theory, 9. Educação e Pesquisa. 48: Faculdade de Educação da Universidade de São Paulo AbstractWebsite

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Abstract Pierre Bourdieu’s theoretical contributions pave the way for studying a wide range of social spaces, such as the academia. Through using Bourdieusian fields, our objective was to investigate whether the teaching area of the Coordination for the Improvement of Higher Education Personnel (CAPES) can be considered a relatively autonomous scientific field. Therefore, this study is motivated by two research questions: 1) what is the distribution of scientific capital in the teaching area; and 2) what are the implications of this distribution on its constitution as a scientific field. By crossing data on professors of programs in the field of education with the evaluation grade assigned by Capes to each of these programs, our analysis revealed that this area does not constitute a scientific field. Differently from what happens in well-established fields, most teaching advisors come from many different scientific backgrounds and do not recognize this field’s specific intellectual production as scientific capital. Assuming that the existing disputes between professors with less and more scientific capital can generate new conformations in the area, a possible structure could be a stabilization of the subgroup of professors with greater scientific capital and its constitution as a scientific field, whose agents become increasingly aware that their cognitive structure and ideals of education/research are different from what Capes intended to homogenize with the creation of a teaching area. We believe that our results can be a reference for critical reflection on the structure of the field of teaching, which is still driven by its agents.

2020
Nascimento, MM, Cavalcanti C, Ostermann F.  2020.  Dez anos de instituição da Rede Federal de Educação Profissional, Científica e Tecnológica: o papel social dos institutos federais. Revista Brasileira de Estudos Pedagógicos. 101(257):120-145.: SciELO Brasil Abstract

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Lima, NW, Nascimento MM, Cavalcanti C, Ostermann F.  2020.  Louis de Broglie's wave-particle duality: from textbooks’ blackboxes to a chain of reference presentation. Revista Brasileira de Ensino de Física. 42: SciELO Brasil Abstract

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Nascimento, MM, Cavalcanti C, Ostermann F.  2020.  Sucesso escolar em contextos populares: uma análise a partir do Enem. Estudos em Avaliação Educacional. 31(76):134-163. Abstract

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2019
Nascimento, MM, Lima NW, de Cavalcanti CJH, Ostermann F.  2019.  Cultura política, desempenho escolar e a Educação em Ciências: um estudo empírico à luz de Pierre Bourdieu. Ciência & Educação (Bauru). 25(2):431-447.: SciELO Brasil Abstract

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Lima, NW, Nascimento MM, de Holanda Cavalcanti CJ, Ostermann F.  2019.  The Polysemic Nature of Photons: Hybridization and Backwards Causation in Contemporary Undergraduate Quantum Physics Textbooks. Re-introducing science Sculpting the image of science. :541. Abstract

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2018
de Holanda Cavalcanti, CJ, Nascimento MM, Ostermann F.  2018.  A falácia da culpabilização do professor pelo fracasso escolar. Revista Thema. 15(3):1064-1088. Abstract

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Nascimento, MM, Cavalcanti C, Ostermann F.  2018.  Uma busca por questões de Física do ENEM potencialmente não reprodutoras das desigualdades socioeconômicas. Revista Brasileira de Ensino de Física. 40(3): SciELO Brasil Abstract

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2017
Nascimento, MM, Cavalcanti C, Ostermann F.  2017.  Análise de Correspondência aplicada à pesquisa em Ensino de Ciências. Enseñanza de las ciencias. (Extra):1319-1324. Abstract

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Nascimento, MM, Ostermann F, Cavalcanti C.  2017.  Análises multidimensional e Bakhtiniana do discurso de trabalhos de conclusão desenvolvidos no âmbito de um mestrado profissional em ensino de Física. Ciência & Educação (Bauru). 23(1):181-196.: SciELO Brasil Abstract

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