Esta obra busca compreender o olhar do professor de Educação de Jovens e Adultos (EJA) sobre a sala de aula invertida, suas estratégias na organização do espaço virtual de aprendizagem e como a formação continuada pode qualificar o processo de ensino-aprendizagem. A obra propõe refletir sobre o que dizem os professores da Educação de Jovens e Adultos do Sesi/SC na Unidade Regional do Vale do Itapocu acerca da importância da formação para trabalhar com a sala de aula invertida na EJA EaD. A leitura desta obra é uma excelente fonte de conhecimento do perfil dos alunos dessa modalidade de ensino e do processo de formação docente, sempre considerando o olhar deste para sua própria formação. O foco principal da obra é sobre a importância da formação docente na metodologia ativa da sala de aula invertida.

As novas metodologias ativas oferecem facilidades para a comunicação entre discentes e docentes independentemente de onde estão localizados geograficamente e permitem um intercâmbio de informações, divulgação e aprendizado amplo sobre sala de aula invertida: uma metodologia de interação para o ensino-aprendizagem de sujeitos da EJA. Permitindo um modelo educacional de exploração bastante amplo que permitiu a participação dos alunos em grande escala nas discussões das temáticas apresentadas no decorrer do Curso de Tecnologias Educativas e EaD. Assim, torna-se bastante relevante a busca por fontes alternativas de ensino-aprendizagem. Nesse sentido, esta pesquisa encontrou meios de relacionar os conceitos para identificar que restrições os alunos da EJA costumam ter em relação a sala de aula invertida. Para o presente estudo, temos a discussão de Freire (1979), Kilpatrick (1975), Ausubel (1982), Mazur (2015), Dewey (1959), entre outros. Analisamos e apresentamos exemplos de ações educacionais para a produção de vídeos e a usabilidade da nova metodologia ativa que configura novos modelos de ensino para Educação de Jovens e Adultos. O trabalho apresenta a conclusão de que, apesar dos alunos da EJA ter restrições em relação a sala de aula invertida é de suma importância a formação continuada do professor em Cursos de Educação Tecnológica e EaD, é possível, ter uma metodologia de interação para o ensino-aprendizagem em meio a diversidade tecnológica relacionada a definição de objetivos em princípios basilares relacionados ao processo da Educação de Pessoas Jovens e Adultas, metodologias ativas e sala de aula invertida de forma homogênea em todo o sistema educacional.

Architecture of Brazil: 1900-1990 examines the processes that underpin modern Brazilian architecture under various influences and characterizes different understandings of modernity, evident in the chapter topics of this book. Accordingly, the author does not give overall preference to particular architects nor works, with the exception of a few specific works and architects, including Warchavchik, Niemeyer, Lucio Costa, and Vilanova Artigas.

Offers information on the evolution of multi literacies and the state of literacy theory in relation to it. This book discusses the aims of multi literacies movement in 1996.

From Simon & Schuster, Making News is Gaye Tuchman's exploration into the study in the construction of reality. The Professor of Sociology at Queens College and City University of New York, Tuchman's latest work is one to cherish. As described by Todd Gitlin of Contemporary Sociology, Making News is "simply the most comprehensive book on the social construction of news by an American sociologist to date."

Audio Education: Theory, Culture, and Practice is a groundbreaking volume of 16 chapters exploring the historical perspectives, methodologies, and theoretical underpinnings that shape audio in educational settings. Bringing together insights from a roster of international contributors, this book presents perspectives from researchers, practitioners, educators, and historians. Audio Education highlights a range of timely topics, including environmental sustainability, inclusivity, interaction with audio industries, critical listening, and student engagement, making it recommended reading for teachers, researchers, and practitioners engaging with the field of audio education.

Before the entrance of sin, Adam enjoyed open communion with his Maker; but since man separated himself from God by transgression, the human race has been cut off from this high privilege. By the plan of redemption, however, a way has been opened whereby the inhabitants of the earth may still have connection with heaven. God has communicated with men by His Spirit, and divine light has been imparted to the world by revelations to His chosen servants. “Holy men of God spake as they were moved by the Holy Ghost.” 2 Peter 1:21. During the first twenty-five hundred years of human history, there was no written revelation. Those who had been taught of God, communicated their knowledge to others, and it was handed down from father to son, through successive generations. The preparation of the written word began in the time of Moses. Inspired revelations were then embodied in an inspired book. This work continued during the long period of sixteen hundred years,—from Moses, the historian of creation and the law, to John, the recorder of the most sublime truths of the gospel. The Bible points to God as its author; yet it was written by human hands; and in the varied style of its different books it presents the characteristics of the several writers. The truths revealed are all “given by inspiration of God” (2 Tim. 3:16); yet they are expressed in the words of men. The Infinite One by His Holy Spirit has shed light into the minds and hearts of His servants. He has given dreams and visions, symbols and figures; and those to whom the truth was thus revealed, have themselves embodied the thought in human language. The ten commandments were spoken by God Himself, and were written by His own hand. They are of divine, and not of human composition. But the Bible, with its God-given truths expressed in the language of men, presents a union of the divine and the human. Such a union existed in the nature of Christ, who was the Son of God and the Son of man. Thus it is true of the Bible, as it was of Christ, that “the Word was made flesh, and dwelt among us.” John 1:14. Written in different ages, by men who differed widely in rank and occupation, and in mental and spiritual endowments, the books of the Bible present a wide contrast in style, as well as a diversity in the nature of the subjects unfolded. Different forms of expression are employed by different writers; often the same truth is more strikingly presented by one than by another. And as several writers present a subject under varied aspects and relations, there may appear, to the superficial, careless, or prejudiced reader, to be discrepancy or contradiction, where the thoughtful, reverent student, with clearer insight, discerns the underlying harmony. As presented through different individuals, the truth is brought out in its varied aspects. One writer is more strongly impressed with one phase of the subject; he grasps those points that harmonize with his experience or with his power of perception and appreciation; another seizes upon a different phase; and each, under the guidance of the Holy Spirit, presents what is most forcibly impressed upon his own mind—a different aspect of the truth in each, but a perfect harmony through all. And the truths thus revealed unite to form a perfect whole, adapted to meet the wants of men in all the circumstances and experiences of life. God has been pleased to communicate His truth to the world by human agencies, and He Himself, by His Holy Spirit, qualified men and enabled them to do this work. He guided the mind in the selection of what to speak and what to write. The treasure was intrusted to earthen vessels, yet it is, none the less, from Heaven. The testimony is conveyed through the imperfect expression of human language, yet it is the testimony of God; and the obedient, believing child of God beholds in it the glory of a divine power, full of grace and truth.