4 pillars of education and examples pdf

4 Pillars Of Education And Examples Pdf

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Delors Report

The identification of the pillars of education in the class comprehensiveness in healthcare. I RN, Ph. Brazil; 16 ; scherer eerp. A qualitative, documental study was performed using 46 portfolios constructed during the classes. Data collection was performed using an assessment tool that contained items addressing cognitive and affective dimensions. The data were submitted to thematic categorical analysis using the pillars of education as predefined categories.

The results show that the pillars of education were, apparently, included in the class. Despite the present study findings, no evidence was found that the expected competencies were actually discussed among students and faculty, according to the records regarding the evaluations of each pedagogical cycle of the studied class.

Higher education institutions HEI , especially in health courses, have attempted to adopt flexibility, interdisciplinarity, contextualization, unicity of the relation between theory and practice and respect for ethical, esthetic and political values as part of their curricular proposals. These aspects are considered essential in the education of competent professionals to deal with the challenges of the 21st century. Therefore, students are expected to be prepared to deal with the complexity of the human being, the environment they live in and to make feasible resources that permit the construction of critical awareness about the context they are inserted in themselves.

In this perspective, the intention of teaching is to privilege active, critical-reflexive approaches that permit competency building, covering political, ethical and technical actions, valuing students as comprehensive beings The challenge for education is to incorporate teaching proposals that that are inserted in the complexity paradigm, which discusses the reality of globalization and absorbs the construction of future professionals' subjectivity.

Hence, there seems to be a consensus about the need to address values and skills in students with a view to lifetime learning , instead of learning in school only. Therefore, pedagogical strategies need to be defined that articulate knowledge with a view to developing the four pillars of education 3 : learning to get to know or to learn , acquiring the instruments or competency to understand; learning to do to be able to act on the involving context; learning to live or to live together, in order to participate and cooperate with other people on all human activities; and learning to be , considered the holistic view of man, i.

The Political Pedagogical Project is based on the integrated curriculum and on the competency-based pedagogical framework. The methods used represent a combination of dialogical problemization and significant critical-reflexive learning elements. The integrated curriculum has been defined as the pedagogical plan and its corresponding institutional organization that dynamically articulates work and teaching, practice and theory, teaching and community 4.

Thus, according to this author, the teaching process established in that way should be based on the sociocultural characteristics of the means it is developed in. The competency-based curricular perspective demands that students be able to mobilize multiple resources knowledge, skills and attitudes to deal with different field of social and individual life task accomplishment, interaction with others, management of daily situations, among others In the dialogical approach, competency building implies the development of cognitive, psychomotor and affective skills or attributes that will be mobilized in students in different ways, with a view to accomplishing actions in specific situations, in order to reach certain results that are characteristic of their professional practice In this context, constructive and summative assessments play a fundamental role.

Students' performance is assessed through four instruments: activity simulating nursing practice, cognitive expression activity, student portfolio and teacher portfolio. The use of portfolios in education and professional training means represents an education, research and qualitative assessment strategy. It is a group of works and accumulated notes on activities that demonstrate the continuous acquisition of roles, knowledge, attitudes, understandings and personal and professional progress.

It is both retrospective and prospective, used as an instrument to evidence the reflexive, collaborative and interpersonal nature of knowledge construction products and processes. It also permits a summarized idea of the competency that was built by providing a critical analysis of its contents As a continuous registration instrument of students' experiences, teachers analyze the portfolio in the middle and at the end of the subject taught, with a view to reflexively seeking means towards a constructive assessment of students' development.

Student progress is analyzed, valuing all of their productions. In this study, we aim to verify, systematically and within a context, whether the four fillars of education were addressed in one of the subjects offered in the integrated curriculum model, based on the analysis of narratives in the students' portfolios. The aims of the subject are to. It is based on the active method, a process that, besides concept definition, highlights criticism, discussion and knowledge exchange.

The adopted problemization strategy aims for the integration of contents and the analysis of real situations through pedagogical cycles that comprise five moments: insertion in reality, preliminary synthesis, information search, new synthesis and assessment.

The students' task is to collect data in order to get to know a given family's life history with a view to identifying its health needs. Therefore, the teachers receive the help of PHCU nurses who use these services, who represent different phases of the lifecycle. Students, in turn, play their role through home visits and records, in their portfolios, about aspects related to the moments of the pedagogical cycle.

Thus, they are oriented to write down what they observe during visits, knowledge gained and reflections about their feelings and personal growth in their interactions with the families, colleagues, faculty and PHCU professionals. The methodological approach used in this study was qualitative research, indirectly accomplished through a documentary study Retrospective primary writings were used, i.

Out of 94 students enrolled for this subject, 76 signed the Informed Consent Term, agreeing with the use of their portfolios as analysis documents for research purposes, after the teachers' assessment.

At the end of the subject, the teachers received a letter, explaining about the study aims, and were asked to transfer these documents. In the end, access was obtained to 46 portfolios. For the sake of data collection, the portfolios were identified numerically P1, P Records were compiled for the five moments in the pedagogical cycle, experienced during home visits, interactions at the health services and in the classroom. Data were submitted to thematic category analysis, applicable to direct and simple discourse, and which works by dismembering the text into categories according to analogical regrouping In this study, the four pillars of education were used as predefined categories, as they constitute the guiding axis of the teaching proposal, based on the integrated curriculum and on the competency-based pedagogical framework that incorporates knowledge learning to get to know or to learn and skills learning to do into personal and social attitudes learning to live together and learning to be.

The theoretical division of teaching based on the four-pillar model of knowledge- 4 served as the axis for this study. Thus, the category related to the pillar learning to get to know or to learn , whose competence is to incorporate knowledge, was verified based on the records that synthesized the readings internalization of knowledge and dismembering of the description about the articulation between theory and practice.

The results related to the pillar learning to live together and learning to be , as they require similar abilities, were grouped in one single category learning to live together and learning to be.

Learning to get to know or to learn. This category is defined as the awakening of the pleasure of getting to know, understanding, discovering, constructing and reconstructing knowledge. When experiencing real situations during their first day of immersion in the teaching-learning context, they students observed a range of aspects from a certain excerpt of reality.

They understood that, at the PHCU, with the team and patients, and during home visits, with the families, they would meet the people who would become the subjects of their practical activities. We went to know a neighborhood. Walking around the streets, we could observe that this region is simple.

This first moment gave me great perspectives. The presence of a PHCU would grant us more direct contact with the reality of nursing care. The visits and recognition of the neighborhoods and micro-areas were very interesting, allowing us to characterize the context and living conditions of the region that will be an important tool for our learning.

I found in general that the city is based on a rural structure, many surrounding gardens and plantations. There are many hills, ascents and descents. I liked the first contact. I would like to learn a lot. I would like us to be inserted in a more practical than theoretical activity.

Another fact that called my attention is the large number of overweight and obese people. This reveals that, besides the lack of physical exercise, the population is not eating adequately, sometimes due to a disadvantageous economic situation or because they do not know how to use the nutrients in foods. The family's house is very simple, the notion of hygiene was precarious.

At this house, there are seven people surviving on the retirement benefit of "R" and the salary of M. Four people in the family consume alcoholic beverage. The students showed concern with the application of techniques and their interventions in the families they monitored, complaining about little theoretical support for this purpose.

In view of certain situations we meet in the families we want to intervene, but we get disappointed because we can't, we don't have the scientific bases for that. I participated in a task force at the PHCU. The experience was very fruitful. Learning all techniques for care delivery or a procedure does not include this contact with the user. It's different when we check one another's vital signs at the laboratory and when we go into immersion PHCU and home , we are confronted with true health needs.

I observed an auxiliary applying a dressing. Several times she brought her hand close to her face and that act concerned we, because she could also get contaminated, not to mention the fact that she didn't wash her hand between one dressing and another. The visit was not fruitful, as the family could not answer most questions, which made data collection rather superficial. I also made a mistake because I didn't check the vital signs, didn't do the physical examination; but that's justified by the fact that this is the first visit.

I didn't know for sure how to proceed, nor had I learned about vital signs and physical examination. In the excerpts below, the students revealed the understanding that they are experiencing a moment of learning, for which they need to assume a more humble posture, and that they do not possess all knowledge. They also perceived that, when they position themselves as apprentices, they grant themselves the possibility of personal growth in the accomplishment of their tasks.

Today was the differential with other classes, it helped me understand what health need really is, essential for my understanding. I think that, now, I am able to advance in the identification of a client's health need.

I got frustrated and sad because I wasn't able to collect blood. But I don't feel discouraged, I'll try again. Errors also produce learning and I feel driven to try more and more. One of the students tried to percuss or auscultate the kidney. At that moment a great discussion started in the group. The student tried to accomplish a semiotechnique, but has no safe foundations to judge the data found during the examination.

Many students considered this attitude courageous. But one of the things I've learned and agree with is that, in case of doubt, don't do it. We should be responsible for our attitudes and for what we say. I've learned in some literature sources that we should take risk sometimes, but these risks should have a minimum underlying foundation. If our attitudes are impulse, we are at risk of losing the family's credibility.

I got scared by the number of details in the "bed bath" procedure. I perceived the need to review the concepts.

I feel frustrated because I didn't do the practical activity on the same day. Perhaps it was important to seek information in literature in order to fix my knowledge on this topic and have further arguments for the next theoretical discussion and bed bath practice. The students presented considerations on the need to intervene in the population they attended, reflecting on the possibilities to do this.

Delors Report

Skip to search form Skip to main content You are currently offline. Some features of the site may not work correctly. In an information-intensive age, education is mandated to respond to demands in two directions: on the one hand, it has to transmit an increasing amount of constantly evolving knowledge and know -how adapted to a knowledge-driven civilization; on the other hand, it has to enable learners not to be overwhelmed by the flows of information, while keeping personal and social development as its end in view. Save to Library. Create Alert.


The Delors Report was a report created by the Delors Commission in It was not in itself a blueprint for educational reform, but rather a basis for reflection and debate about what choices should be made in formulating policies. The report argued that choices about education were determined by choices about what kind of society we wished to live in. The Delors Report was aligned closely with the moral and intellectual principles that underpin UNESCO, and therefore its analysis and recommendations were more humanistic and less instrumental and market-driven than other education reform studies of the time. The Delors Report identified a number of tensions generated by technological , economic and social change.

Include Synonyms Include Dead terms. Download full text. In an information-intensive age, education is mandated to respond to two complementary demands: It has to transmit an increasing amount of constantly evolving knowledge and know-how adapted to a knowledge-driven civilization, and it has to enable learners not to be overwhelmed by the flows of information, while keeping personal and social development as its end in view.

The identification of the pillars of education in the class comprehensiveness in healthcare. I RN, Ph. Brazil; 16 ; scherer eerp. A qualitative, documental study was performed using 46 portfolios constructed during the classes. Data collection was performed using an assessment tool that contained items addressing cognitive and affective dimensions.

It describes a holistic approach to learning that encompasses more than what occurs in the classroom. The report presented a framework that organized lifelong learning into four pillars: learning to know , learning to live together , learning to do , and learning to be. The four pillars of learning are seen as fundamental principles for reshaping 21st century education.

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Он убил Дэвида. Бринкерхофф положил руку ей на плечо. - Мы почти приехали, мисс Флетчер. Держитесь. Скоростной карт фирмы Кенсингтон повернул за угол и остановился. Сзади, перпендикулярно туннелю, начинался коридор, едва освещаемый красными лампочками, вмонтированными в пол. - Пойдемте, - позвал Бринкерхофф, помогая Сьюзан вылезти.

 - Это СЦР. Миллиард долларов. Мидж хмыкнула. - Кажется, чуточку дороговато, не правда. - Да уж, - застонал .

 Когда знаменатель равняется нулю, - объясняла Мидж, - результат уходит в бесконечность. Компьютеры терпеть не могут бесконечности, поэтому выдают девятки.  - Она показала ему другую колонку.

Я совсем забыл, что электричество вырубилось. Он принялся изучать раздвижную дверь. Прижал ладони к стеклу и попробовал раздвинуть створки.

Комната служила гордым напоминанием о тех временах: доспехи, гравюры на военные сюжеты и золотые слитки из Нового Света за стеклом. За конторкой с надписью КОНСЬЕРЖ сидел вежливый подтянутый мужчина, улыбающийся так приветливо, словно всю жизнь ждал минуты, когда сможет оказать любезность посетителю. - En que puedo servile, senor. Чем могу служить, сеньор? - Он говорил нарочито шепеляво, а глаза его внимательно осматривали лицо и фигуру Беккера. Беккер ответил по-испански: - Мне нужно поговорить с Мануэлем.

Похоже, он принадлежал Филу Чатрукьяну. - Ты мне не веришь. Мужчины начали спорить.

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  1. Nedar L.

    Actually I have a question, not a comment: - Can the Four Pillars of Education be in different order?

    10.05.2021 at 23:10 Reply

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