Lista de Blogs dos participantes do VET 2015 - HAMK

Blogs List of the Participants in VET 2015 - HAMK

Olá, pessoal!

Segue aqui a lista dos blogs de toda a turma VET 2015, na HAMK Universtity of Applied Sciences. Assim é possível acompanhar as reflexões de todos, cada um com sua própria perspectiva.


Hello, everybody!

Here´s the blog´s list of the intire VET 2015 Group, of HAMK University of Applied Sciences. So it is possible to follow the reflections of all, each one with their own perspective.


1. Damione Damito Sanches Sigalas Dameão da Silva (IFSP, Salto) - braziliansuomi.blogspot.

2. Deise Machado Ferreira de Oliveira (IFSudeste - MG, Barbacena) - seethedreamsforthefuture.blogspot.fi

3. Diego Eduardo Lieban (IFRS, Bento Gonçalves) - diegoliebanvet.blogspot.fi

4. Fabiana Augusta Alves do Araújo (IFSertão - PE, Ouricuri) - fabianainfinland.blogspot.fi

5. Giani Mariza Bärwald Bohm (IFRS, Pelotas) - bohm-finland.blogspot.fi

6. Giselda dos Santos Costa (IFPI, Teresina) - professoragiseldacosta.wordpress.com

7. Greisse Resende - greissenafinlandia.blogspot.fi

8. Gyovanni Augusto Aguiar Ribeiro (IFAM, Manaus) - gyovanni777.blogspot.fi

9. Ivanildo José de Mello Filho (IFPE, Belo Jardim) - https://www.facebook.com/pages/Ivanildo-Melo-in-VET-Teachers-for-the-Future-Program-Finland/1411166239180310?fref=ts

10. Julio Page de Castro (IFRJ, Duque de Caxias) - ifrjinfinland.blogspot.fi

11. Luis Augusto da Silva Domingues (IFTriângulo, Uberlândia) - luisaugustoinfinland.blogspot.fi

12. Regina de Carvalho Oliveira (IFGO, Luziânia) - reginacarvalhooliveira.blogspot.com

13. Roberto Pereira Santos (IFES, Vila Velha) - reflexinthelake.blogspot.fi

14. Rodrigo Fernandes Calhau (IFES, Vitória) - codincold.blogspot.fi

15. Sheylla Chediak (IFRO, Porto Velho) - sheyllachediak.blogspot.fi

16. Vico Mendes Pereira Lima (IFNMG, Almenara) - vicofinland.blogspot.fi

Video - How to do a snowman without previous experience? / Como fazer um boneco de neve sem experiência prévia?

Na última quinta tivemos aula sobre como fazer vídeos e nossa tarefa foi produzir um por nós mesmos. Então aqui vai o vídeo que fizemos. Foi inspirado na experiência que meus colegas Damione Damito (IFSP) e Diego Lieban (IFRS) tiveram numa noite muito frio, há cerca de uma semana. Nós tentamos colocar um toque de humor, incluindo um pequeno detalhe que a maioria dos brasileiros irá entender...

Bom proveito!

Last thursday we had a class about video making and our homework was to do one ourselves. So, here is the video we made. It is inspired on the experience that my colleagues Damione Damito (IFSP) and Diego Lieban (IFRS) had in a very cold night, about a week ago. We tried to put some humor touch, including a little detail that most brazilians will understand...

Enjoy!

Link to the video on youtube.

Dialogical methods - Some reflections

One of our subjects in VET is on Dialogical methods. We in Brazil are kind of familiar with the theme, because our greatest pedagogist, Paulo Freire, wrote a lot about it. The Pedagogy of the Oppressed has Dialogical structure.

Nevertheless is really good to revisit the subject in another context and should I say with a stronger light than my previous encounters with it. Dialogical pedagogy is attached to emancipatory projects.

We have seen in the first meeting some basic concepts, e.g. comparison between dialogue and monologue and the importance of the values of the participants. A general pedagogical method, not restricted necessarily to vocational education.

The second meeting was mainly practical. We had the opportunity of exercising the role taking of talking and speaking. A special emphasis was given to ethical aspects of dialogue, such as the philanthropical attitude and respect required in it.

Because of my background I am most used to rational or discoursive approaches, linked to content. But it is interesting though focus in more practical features of it, such as body language, non verbal communication. The awareness about one Dialogical attitude develops doing these exercises.

I think that effective education has to be Dialogical. Therefore, effective teacher education too. Dialogical means a construction and composition of thought done by both parts in the dialogue. What's the point of the teacher hearing the students? What do the students have to talk if they don't know yet? The response depends if the concept of knowledge is Dialogical or monological. If traditional education and society are monological, and the teachers were educated in that context, then to cope with Dialogical education implies reeducation.

Entrepreneurial teaching

It is beginning today and will go till Thursday a special cycle on Entrepreneurship Education, taking place in HAMK Visamahki Kampus. Above goes a picture.

We are in a very interesting classroom. It is in fact a fashion workshop, full of models and materials related to fashion design.

Entrepreneurship is a tricky concept, because it can be understood in a stricto or lato sensu. And the problem is exactly what is what. Would market be stricto or lato sensu? How strong is the bond linking the concept of entrepreneurship and market? Entrepreneurship is a mean to something, say the development of society, or is it an end on itself, for which the development of society would be a mean?

University of Applied Sciences and paradigm shift in education

The universities of applied sciences (amattikorkeakolou) were created in Finland in 1991, as a new system of higher education, contrasting with scientific universities (yliopisto). The core proposal of these new institutions is to do professional education as a beginning and as a continuing process in service. So while these are focused in practice, those are mainly in theory.

One important issue within this process of institution development is to critique and question the very meaning of theory and practice, as herited in tradition. Focus in practice doesn´t mean the absence of theory and focus in theory shoudn´t imply the absence or misvalueing practice. Nevertheless, scientific universities historically grew as a place for theory as "superior" knowledge (bíos theoretikós) and the new universities of applied sciences do not want to go just the opposite way - a lot of practice and no theory. This is why they are considered polytechnics institutions, ones that articulate theory and practice, although focused in practice.

Practice orientated curriculum enables and predisposes a paradigm shift in education, because practice is compromised at the first place with reality as an independent principle. The challenges of reality are almost imprevisible, as of practice. Human being develop after reality or practical challenges. In another hand, theory is extremelly necessary to deal with these problems and also is a vector of theoretical change.

Practice needs to be reconceptualized and receive adequate status in general knowledge and specificaly in Education. Approaches such as positivism and technicism did a terrible job stigmatizing practice by making it only instrumental to the labor market. So in opressed contexts the lack of theory, and with it the defense of theory by emancipatory approaches, often is attached in a strong distrust in practice as conceptual category. And as so, a concept as competence, received in Brazil in the late 90s, was strongly criticized, and not without reason, because it was quickly absorbed by industry interests, private interests. But in Finland, with such a diferent culture, society and state organization, competence is seen in another light, why not even in an emancipatory one? This topic of finnish culture I am most interested in, will write here about it, but for now it would be premature, I think.

In summary, the theme is paradigm shift in education. How to effectively optimize learning? A new paradigm in Education, in practice, would have to lead to that.

In a next post I intend to write about the role of formulation the pedagogical proposal in Project Based Learning and Competence-Based Curriculum. Also the idea that the epistemologic conception of the content directs the formulation of the pedagogical proposal.

Video - Changing education paradigms

I am very interested on the practical and theoretical parallels between university of applied science and institutes of education, science and technology (IFs) in Brazil, most of all in teacher education.

Ice skating video

My motivation to be here - Prezi frame

Alexandre Zaslavsky's Motivation - Finland 2015

This is the link to the Prezi frame that was presented today. My first experience with this tool, which I intend to keep using.

Starting point

I am staying for a period of five months in the city of Hämeenlinna, in the south of Finland, to attend a course on HAMK University of Applied Sciences. This is the map of Lahdensivu Campus, the one in which I am living and studying.