Horizontes

Editorial do volume 42, n.1 (2024)

Fri, 20 Dec 2024 00:00:00 -0300

Avaliadores ad hoc

Fabiana Rodrigues de Sousa — Fri, 20 Dec 2024 00:00:00 -0300

Os reformadores empresariais da educação e o ensino de Ciências Sociais e Humanas: uma discussão a partir da Pedagogia Histórico-Crítica

Fri, 22 Nov 2024 00:00:00 -0300

The business reform of education, school curricula and the teaching of Human Sciences:

Marcos Roberto Lima, José Claudinei Lombardi — Fri, 22 Nov 2024 00:00:00 -0300

The study aims to criticize hegemonic pedagogies and defend the theoretical and practical foundations of Historical-Critical Pedagogy for teaching Human Sciences. The premise is that in political struggles, as a dispute for hegemony, social classes seek control of the means of material production and of the entire cultural complex. Corporate pedagogies and their influence on Brazilian education are discussed. The pedagogical-critical foundations that guide school curricula and contribute to the critical insertion of new generations in public life are presented. Through bibliographic and documentary analysis, the aim is to support the education of teachers and students interested in the study of Historical-Critical Pedagogy, in order to develop counter-hegemonic curricula and political-pedagogical proposals.

Keywords: Historical-Critical Pedagogy. Corporate pedagogies. Humanities and Social Sciences.

Sociology teaching and epistemical relativism

Camila Gaido Grizzo, João Pedro Nardy, Lucas André Teixeira — Tue, 20 Aug 2024 00:00:00 -0300

This paper is based on a theoretical and documentary research which aimed to identify and understand the conception of human being that guides the contents of Sociology discipline in the reformed high school in São Paulo. We start from the hypothesis that there is convergence between relativistic assumptions and pragmatic and utilitarian purposes that Corporate Reformers establish. To reach this goal, the investigation took as object of analysis the BNCC, Currículo Paulista and the multiculturalism. The corpus was analyzed by categories extracted from the marxist concept of human essence. The results found a postmodern worldview that fill the conceptual gaps intentionally created by the bourgeois bureaucratic and parasitic instrument, constituting a sophisticated mechanism that favors the interests of Corporate Reformers in the documents analyzed.

Keywords: High school. Human sciences. BNCC. Multiculturalism. Historical-critical pedagogy.

The structural reforms of capitalism in school education and the disputes surrounding the high school project

Wed, 11 Sep 2024 00:00:00 -0300

The article discusses the structural reforms of capitalism in school education, with an emphasis on the disputes resulting in the High School project being implemented in Brazil through Law n˚. 13,415/2017. The aim guiding the investigation is to analyze the relationship between capitalist business directives and the current law reforming High School. Given the recent disputes surrounding youth education, it is essential to reveal the interests shaping the educational process of individuals. We anchor ourselves in dialectical historical materialism, as this method allows us to see beyond the immediate appearance of reality. As considerations, the article understands that Law n˚. 13,415/2017 is the result of a project aimed at lowering the education level of youth, which, in turn, meets the needs of the capitalist mode of production in profound crisis.

Keywords: Structural Crisis of Capital. Education. Law No. 13,415/2017. New High School. Reforms.

The “New” High School as part of business reforms in Brazilian education

Robson Machado, Régis Henrique dos Reis Silva — Thu, 14 Nov 2024 00:00:00 -0300

Situated within the scope of History and Philosophy of Education, the article seeks to identify the class interests contained in the educational reforms that came into force in the context of the resurgence of the crisis of capitalist sociability, in particular those relating to the New Secondary Education. With support from historical-critical pedagogy, it highlights the lack of definition that, historically, characterizes Brazilian high school and the presence of the business sector in the public policies that determine it. It presents the aspects of the New Secondary Education that benefit private and business interests and announces the consequences already observed since its implementation. The sources - laws, projects and opinions – are analyzed in the light of historical-dialectical materialism. It concludes that the direction of the New Secondary Education is indeterminate, given the contradictions that mark the resumption of social-liberalism in the national executive.

Keywords: Historical-critical pedagogy. High school. Educational policies.

The National Common Curricular Base, its impacts on the teaching of human sciences and the context of its production

Alessandra Tatiane Galvão Chiaretti, Shirley Cristiane Cintra, Jose Luis Derisso — Mon, 11 Nov 2024 00:00:00 -0300

This article analyzes the implementation of the National Common Curricular Base and evaluates the educational points in Human Sciences – renamed the Base for Applied Social Human Sciences – through a documentary study, based on Historical-Critical Pedagogy and Historical-Dialetic Materialism. Reflections indicate that ultra-conservative movements, driven by private entities, prioritize training for the job market as opposed to Humanities and Social Sciences. This bias fits with the Pedagogy of Skills, which empties school curricula, focuses on generating labor and serves capital. Additionally, the influence of the context in which the BNCC was produced is discussed, to make it less critical and more aligned with business interests in education.

Keywords: National Common Curricular Base. Ultraconservative Movement. Humanities Education.

The Inova Educação Program in São Paulo and the new common curricular base

Rodrigo Sarruge Molina, Silvia Miguel de Paula Peres — Wed, 11 Sep 2024 00:00:00 -0300

The article analyzes the curricular reforms that impact education in the state of São Paulo between the years 2017 and 2022, as a result of the new National Common Curricular Base (BNCC) and the direct intervention of national and international business entities. The historical analysis will be based on historical and dialectical materialism, and we will analyze 2 primary sources, the BNCC in 2017 and the “Inova Educação São Paulo” Program in 2019. The study found that schools are hegemonized by neoliberal forces and their pedagogies of “learning to learn” and “competing and enterprise”. We diagnosed barbarity in education and evoked historical-critical pedagogy as a liberating alternative for schools for workers’ children.

Keywords: History of Education. Curricular reforms. School neoliberalism. Paulista Curriculum. Critical Historical Pedagogy.

Historical-critical pedagogy and rural early childhood education

Deise Soraia Marta de Souza Galvão, Karina de Oliveira Santos Cordeiro — Sun, 29 Sep 2024 00:00:00 -0300

This article presents the findings of a Master's degree research in Rural Education at UFRB. The aim was to analyze the contributions of Historical-Critical Pedagogy to Rural Early Childhood Education (RECE) in order to identify its potential for teaching children from a critical-emancipatory perspective. The theoretical foundation of the research is based on studies by Caldart (2020), Ferreira (2013), Martins (2013), Pasqualini (2013), Saviani (2008a, 2008b, 2013, 2019), Fernandes and Lombardi (2021), Silva (2006), among others. Data analysis suggests that the proposed work for the training process arises from a collective endeavor to establish a counter-hegemonic education aimed at the full development of individuals.

Keywords: Early Childhood Education. Historical-Critical Pedagogy. Rural Education.

Apontamentos sobre a proposta formativa do “Movimento pela Base” para os professores de Educação Infantil:

Gizeli Beatriz Camilo Volpin, Francisco José Carvalho Mazzeu — Sun, 29 Sep 2024 00:00:00 -0300

Este artigo apresenta dados de uma pesquisa que, à luz da pedagogia histórico-crítica, focalizou como o Movimento pela Base atua na formação continuada de professores da Educação Infantil. Adotou-se uma análise documental a partir de materiais disponibilizados em sites de instituições ligadas a esse Movimento. O tema é relevante, uma vez que, na elaboração da Base Nacional Comum Curricular, intensificou-se a influência de entidades ligadas ao setor privado. A análise, centrada em um documento exemplar, indicou uma abordagem pedagógica escolanovista e espontaneísta, particularmente em relação ao ato de brincar, reduzindo o potencial desenvolvente das brincadeiras infantis e esvaziando a especificidade do trabalho docente, em sentido contrário aos pressupostos da pedagogia histórico-crítica.

The concept of conscience and the teaching of History

Luiz Otávio Correa — Fri, 18 Oct 2024 00:00:00 -0300

This article discusses the concept of consciousness, carrying out a debate with idealistic thinking, specifically that linked to History Teaching. It is considered important to systematize this category, in its relationship with Historical-Critical Pedagogy, which we consider to be a more appropriate teaching philosophy, if we want to think from the point of view of historical and dialectical materialism. The article debates Jörn Rusen's Didactics and Theory of History, seeking to demonstrate that, if we want to think about the category of consciousness from Historical-Critical Pedagogy, Rüsen's concept of Historical Consciousness proves to be problematic. It is argued that this concept does not allow us to think about the categories of dialectics, praxis and others, important in Marxist analysis and synthesis related to History Teaching.

Keywords: Historical-Critical Pedagogy. History. Teaching. Conscience. Praxis.

History and Literacy:

Fri, 08 Nov 2024 00:00:00 -0300

This text aimed to analyze teachers’ conceptions regarding the possibilities of articulation between history teaching and literacy in the early years of elementary school. The methodology procedures were the formation of a collaborative group of studies gathering teachers who worked in the early years of basic education in a city in the state of São Paulo and semi-structured interviews. The answers were analyzed based on the Historical-Critical Pedagogy reference. We observed the teachers’ concern with the planning of the history subject taught to students in the early years of basic education, despite the interference of the time available to teach this subject due to the students’ preparation for external evaluations. Another aspect observed was the existence of possibilities of articulation between history teaching and the literacy process based on the Historical-Critical Pedagogy from the experiences reported and the specialized literature.

Keywords: Basic Education. Early Years. History Teaching. Literacy. Historical Critical Pedagogy.

Education delivery

Camila Azevedo Souza, Vania Cardoso da Motta — Fri, 18 Oct 2024 00:00:00 -0300

This paper discusses international guidelines for basic education in the juncture of the COVID-19 pandemic for the goal of analyzing the imperative of delivering results in the hegemonic educational project. A documentary analysis based on historical-dialectic materialism was developed, with emphasis on the Gramscian framework and historical-critical pedagogy as an indispensable foundation for the counter-hegemonic struggle. It was concluded that the actions of multilateral organizations, aligned with the new-type entrepreneurship of education in the 21st century, operate an intensification of the processes of commodification of education, articulating its subsumption to the imperative of delivering results with the technical and ethical-political (de)formation of the educative work.

Keywords: Multilateral organizations. Commodification of education. COVID-19 pandemic.

Human and social sciences in the new high school on the route of ultraliberalism and neoconservatism

Carlos Soares Barbosa, Leonardo Kaplan, José Carlos Lima de Souza — Mon, 21 Oct 2024 00:00:00 -0300

The article aims to discuss the implications for the training of young people regarding the reduction of the Humanities and Social Science's workload in the New High School implemented by the State Department of Education of Rio de Janeiro. It analyzes the curriculum matrix and the Catalog of Training Itineraries in force in the state network since 2022, in light of the historical-dialectical materialism method and Historical-Critical Pedagogy. By privileging the Pedagogy of Skills, creating new curricular components, such as Entrepreneurship and Life Project, and reducing the space of Human and Social Sciences, this project meets the neoliberal agenda, with the training of the worker required in the flexible accumulation regime, and the neoconservative agenda, with its attack on critical education and scientific thought.

Keywords: New High School. Rio de Janeiro. Historical-Critical Pedagogy. Productive Restructuring. Business Education Reforms.

Distance education in the New High School

Gedeli Ferrazzo, Mara Regina Martins Jacomeli — Thu, 14 Nov 2024 00:00:00 -0300

This work aims to verify the implementation of Distance Education in the curriculum of the "New High School" in Brazilian states. The research relied on documentary and bibliographic sources to analyze the process of regulation and implementation of proposals in the style of Distance Education at this stage of Basic Education. It is concluded that the counter-reform of High School converted the principle of the "right to education" in favor of intensifying the circulation of capital and the entrepreneurialization of Public Basic Education by promoting the allowance of Distance Education supported by the increase in digital technologies as a tool for democratizing access to education.

Keywords: Distance Education. New High School. Circulation of capital. Public Basic Education.

Historical-Critical Pedagogy:

Leon de Assis Silva, Vanderleida Rosa de Freitas e Queiroz — Fri, 22 Nov 2024 00:00:00 -0300

This article aims to contextualize the genesis and epistemological and methodological foundations of Historical-Critical Pedagogy as a contribution to the debate on the possibility of a counter-hegemonic education. To this end, it relies on authors from a critical-dialectic perspective who have produced studies on this pedagogy. Three sections are presented, in addition to the introduction and final considerations. The first deals with non-critical pedagogies and critical-reproductivist theories as a contextualization of the emergence of Historical-Critical Pedagogy; the second, its epistemological foundation; and the third, the theoretical-methodological aspects of historical-critical didactics. In conclusion, it is stated that this pedagogy can provide transformative training for both the individual and society.

Keywords: Historical-Critical Pedagogy. Historical Dialectical Materialism. Historical-Critical Didactics.

Emptying of objective knowledge and school training for employability

Matheus Bernardo Silva, Alysson Fernandes dos Santos — Wed, 23 Oct 2024 00:00:00 -0300

This study seeks, through theoretical-bibliographical research, problematizing the relationship between the emptying of objective knowledge in school education and training for employability. The hypothesis is that current Brazilian school education is predominantly directed towards training for the benefit of employability. The objective is at critically explaining assumptions about school education aimed at employability, more precisely about certain hegemonic didactic-pedagogical strategies in favor of the job market. Through historical and dialectical materialism and historical-critical pedagogy, the hypothesis put forward is confirmed, since the advancement of private interests in school education occurs through a promiscuous relationship between public and private.

Keywords: School education. Objective Knowledge. Public-private relationship. Neoliberal reformation. Historical-critical pedagogy.

Textbooks of Applied Human and Social Sciences

Pedro Otávio Carvalho Fernandes, Olavo Pereira Soares — Mon, 11 Nov 2024 00:00:00 -0300

The article analyzes the implementation of the counter-reform of the “new” High School, with an emphasis on the content analysis of a textbook approved for use in this stage of education. The analyzed content deals with the relationships between the environment and traditional communities in Brazil. The theoretical-methodological framework used in the research is linked to Historical-Critical Pedagogy in its links with the Marxist tradition and Vygotsky’s historical-cultural perspective. The text concludes that the “new” High School textbooks materialize the political perspectives of the national business community, as they aim to form an uncritical neoliberal subject capable of adapting to the market.

Keywords: Textbooks. High School. Historical-Critical Pedagogy.

High school reform, BNCC and art teaching

Carla Chakirian Barretto Coelho, Jeferson Anibal Gonzalez — Fri, 22 Nov 2024 00:00:00 -0300

The history of High School in Brazil is made up of tensions, conflicts and disputes surrounding its organization, purpose and identity and determined by the contradictions of the country's social formation. With this in mind, through a study of a theoretical-bibliographical nature, in this article, the assumptions of the reform of Secondary Education, the National Common Curricular Base and art teaching are analyzed in the light of historical-critical pedagogy. The aim is, therefore, to contribute to the collective construction of an education that provides access for the popular classes to the highest levels of science, philosophy and art, aiming at a radical transformation of society.

Keywords: Secondary education reform. BNCC. Art teaching. Historical-critical pedagogy.

When good intentions lead to precarization

Leonardo Pereira da Costa, Igor Guevara Loyola de Souza — Fri, 08 Nov 2024 00:00:00 -0300

This paper analyzes, from the perspective of historical-critical pedagogy, the political-pedagogical aspects related to the establishment of the University of the Federal District – UnDF. The pedagogical project of this institution is based on educational concepts such as "learning to learn" and the notion of "active methodologies," with Problem-Based Learning (PBL) serving as the pedagogical foundation. Using the historical-dialectical materialist framework, the text employs documentary analysis and participant observation during the institution's first year of operation. It is observed that the pedagogical frameworks adopted by the University reveal, from the outset, aspects of the precarization of public education, ranging from the conception of the teaching profession to the dilution of curricula across various areas.

Keywords: Historical and critical pedagogy. Active methodologies. Educational precariousness. Public university. Academic curriculum.

A recepção pedagógica de Antonio Gramsci entre a Itália e a América Latina (1968-1991)

Sebastián Gómez — Tue, 20 Aug 2024 00:00:00 -0300

O artigo trata do itinerário de Antonio Gramsci no campo pedagógico italiano e latino-americano entre 1968 e 1991, ou seja, entre os movimentos de protesto de 1968 e a dissolução da URSS. A fase mais dinâmica do estudo pedagógico do sardo na península ocorreu entre 1968 e 1976, enquanto na América Latina se deu de meados da década de 1970 a 1991. A título de hipótese, sugere-se que a crise do marxismo nos anos 70 teve efeitos díspares nas duas regiões e no estudo pedagógico da Gramsci: na Itália provocou uma retração, mas na América Latina os intelectuais continuaram a refletir dentro do paradigma em crise e recorreram ao autor italiano para renovar a investigação educacional. O artigo conclui que o regime de circulação pedagógica de Gramsci entre as duas regiões durante o período não estava livre de uma dupla condição: a dinâmica centro-periferia e uma lógica patriarcal.

Palavras-chave: Antonio Gramsci. Educação. Crise do marxismo. Itália. América Latina.

Avaliação educacional: velhos embates, novas disputas

Wed, 26 Jun 2024 00:00:00 -0300

Políticas de avaliação (externa) da educação não superior no Brasil e em Portugal

Vanessa Rosana Peluchen Camargo, Marilda Pasqual Schneider — Tue, 16 Apr 2024 00:00:00 -0300

Trata-se aqui dos resultados de um estudo relacionado aos modelos de avaliação externa de duas realidades distintas, as de Brasil e Portugal. O objetivo é analisar experiências de avaliação externa na educação não superior e buscar tendências nos modelos em curso nos dois países. Considerando os pressupostos que informam os estudos comparados, procura-se destacar singularidades, heterogeneidades e homogeneidades dos modelos de avaliação externa praticados. Em termos conclusivos, embora o processo histórico de cada país seja determinante na constituição das suas singularidades, persistem tendências à adequação das finalidades das avaliações externas às demandas da globalização neoliberal com a implementação de mecanismos de accountability associados às avaliações externas nacionais.

Palavras-chave: Políticas de avaliação externa. Educação não superior. Estudos comparativos.

Os fundamentos da política de accountability no Programa AlfaMais para a alfabetização em Goiás

Flávia Martins Vieira, Ricardo Antônio Gonçalves Teixeira, Lúcia Maria de Assis — Thu, 18 Apr 2024 00:00:00 -0300

No âmbito das políticas educacionais de accountability, observa-se a relação entre qualidade e proficiência em testes high stakes. No que se refere à metodologia, o estudo caracteriza-se como exploratório, de abordagem qualitativa e de cunho bibliográfico e documental – realiza o levantamento e a análise de documentos oficiais e legais relacionados ao Programa AlfaMais Goiás. Nessa conjuntura, esta pesquisa propõe-se a analisar os fundamentos do referido programa em Goiás na busca pela compreensão dos ideários de avaliação e de qualidade educacional. Os resultados indicam que os processos avaliativos restringem a qualidade educacional a um único panorama, o desempenho estudantil, e induzem a criação de um quase-mercado educacional e de padrões de qualidade por meio de ações de marketing.

Palavras-chave: Avaliação. Accountability.Qualidade educacional. Alfabetização.

Os magos da educação para a América Latina e Caribe:

Giselle Cristina Martins Real, Jullie Cristhie Conceição — Mon, 22 Apr 2024 00:00:00 -0300

This work aims to elucidate the guidelines provided by international organizations (IOs) for basic education in Latin America concerning the role and responsibilities of educational agents. This is document-based research spanning the period from 1995 to 2020, with a focus on the terms: evaluation, quality, and learning. Grounded Theory is adopted as a methodological reference. As a result, it was observed that the documents indicate that teachers are capable of creating the magic of learning, based on the results of the evaluations, overcoming the lack of educational inputs, low investments and the socioeconomic conditions of the students. It is concluded that the IOs maintain the discourse of the 1990s, despite criticism of the evaluation model.

Apropriação dos resultados das avaliações da aprendizagem para fins de reorientação da prática pedagógica

Valderlice Rosa de Souza, Regilson Maciel Borges — Wed, 24 Apr 2024 00:00:00 -0300

O artigo analisa como os professores se relacionam com os resultados das avaliações da aprendizagem de seus alunos. O referencial teórico fundamenta-se nos estudos de Vasconcellos, Hoffmann, Luckesi, Gatti, entre outros. Metodologicamente, trata-se de uma pesquisa de campo, da qual participaram professores de duas escolas estaduais do município de Pouso Alegre, Minas Gerais. Os dados foram coletados por meio de um questionário e pela realização de uma roda de conversa. Conclui-se que nem sempre os resultados da avaliação da aprendizagem são apropriados pelos docentes para a reorientação de suas práticas pedagógicas, muitas vezes, são usados para fins burocráticos, para classificar os aprovados e reprovados, e, algumas vezes, servem de base para uma intervenção pedagógica.

Palavras-chave: Avaliação da Aprendizagem. Apropriação de resultados. Prática Pedagógica.

Construção de uma avaliação de viés formativo:

Beatriz Nogueira Marques de Vasconcelos, Luana Costa Almeida — Fri, 26 Apr 2024 00:00:00 -0300

This article examines the experience of collectively building a form of assessment aligned with the formative perspective. In the context of humanizing education and the emancipation of students, the experience analyzed goes beyond the mere monitoring of content, in the direction of a look at multidimensional formation. This is a documentary analysis based on the school's own documents and scientific publications about the school. Various documents are analyzed, including the political-pedagogical project, learning reports, class council minutes, student progress monitoring records and collective self-assessments. Three main movements adopted by the collective as documentation and evaluation tools are highlighted: (1) pedagogical circles and self-evaluation processes; (2) tutoring and the dialogical space in learning evaluation; and (3) collective class councils. We observed that the way in which the school began to organize its pedagogical work feeds into a formative evaluation process, and that this enhances the school's internal processes through feedback.

National High School Examination in question

Bruna Betamin de Souza, Doris Maria Luzzardi Fiss — Wed, 08 May 2024 00:00:00 -0300

The National High School Examination is a large-scale evaluation created in 1998 to measure high school graduates’ knowledge. The National High School Examination (known in Brazil by the acronym Enem) underwent changes in 2009. Thus, this article derives from research whose main objective was to understand, from the Materialist Discourse Analysis, relations of forces in clash in the speeches of the “founding texts” of the New Enem – Ordinances that correspond to the archival corpus. The analytical-discursive work made the recognition of the Enem as a field of political and pedagogical disputes possible since the documents pointed to a not exclusive meaning of the participant’s protagonism, denoting ideological positions in tension between the understanding of the Examination as a reference for self-assessment or subject evaluation procedure.

Keywords: Materialist Discourse Analysis. Michel Pêcheux. Enem. High school. Education.

Avaliação institucional participativa na educação infantil:

Cristiane Ferreira Cunha Amancio, Virgínia Cecília da Rocha Louzada — Fri, 24 May 2024 00:00:00 -0300

The text presents an excerpt from one of the authors’ dissertations that narrates the formative possibilities of institutional assessment in Early Childhood Education through the management and training experiences of one of the authors in a public Early Childhood Education institution. Next, we invite reflection on the field of disputes and meanings that exist in this stage to understanding the evaluation processes, understanding that institutional evaluation strengthens collective and participatory processes. The understanding of institutional assessment in the continued training of teachers who work in the context of Early Childhood Education is confirmed, and the potential of experiences woven into a network, in the dialogues and reflections produced in/for the school.

Keywords: Institutional assessment; Child education; Teacher training.

Large-scale assessment:

Fri, 24 May 2024 00:00:00 -0300

In dialogue with studies that discuss the uses (and abuses) of standardized tests’ results, this essay highlights two devices of the neoliberal education policies: the large-scale assessments and the principle of meritocracy. The persistent disarticulation between assessment policies and training policies for education professionals is problematized and it is argued that solid knowledge and a critical attitude towards assessments are imperative attributes of an “anti-hero” school director, willing to act through the cracks in the neoliberal hegemonic model of education and school management.

A study of the implementation of a Mathematics written test in phases in Elementary School

Gabriel dos Santos e Silva, Jessica Aparecida Borssoi Zanquim — Wed, 29 May 2024 00:00:00 -0300

This article presents the results of part of a research conducted in Elementary School through the implementation of an alternative assessment tool, called the written test in phases, from the perspective of assessment as an investigation practice and a learning opportunity. In this tool, students had the chance to solve 5 math questions across 5 phases, also benefiting from the teacher's interventions. The written productions of a student were analyzed, highlighting the significance of the teacher's interventions.

A avaliação na visão de futuros professores

Paulo Garcia, Carlos Alexandre Felício Brito — Fri, 31 May 2024 00:00:00 -0300

Este estudo objetivou explorar os elementos que dificultam o aprendizado em avaliação de futuros professores de Pedagogia. Com base na pesquisa mista, com a primeira fase qualitativa, identificaram-se elementos que indicam dificuldades no processo de aprendizagem e foram feitas entrevistas com 14 alunas de cursos de Pedagogia. Na segunda fase, quantitativa, utilizou-se um questionário, com 307 estudantes, com uma escala do tipo Likert para coletar informações sobre as dificuldades. Os dados revelaram que os elementos dificultadores estavam mais associados aos domínios dos professores e do design do curso. O estudo auxilia a entender as complexidades do processo de ensino e aprendizagem e serve ao duplo propósito de informar a natureza e o alcance das mudanças a serem realizadas e a direção específica de iniciativas para a formação continuada.

Palavras-chave: Avaliação. Futuros professores. Pedagogia.

Avaliação das aprendizagens na educação de pessoas jovens, adultas e idosas de acordo com as diretrizes federais e estaduais

André Henrique Schneeberger, Dilva Bertoldi Benvenutti — Fri, 31 May 2024 00:00:00 -0300

This study delves into legal guidelines for learning assessment, drawing from the insights of Arroyo (2017), Libânio (2017), and Luckesi (2022). Our goal is to scrutinize federal and state (Santa Catarina) guidelines pertaining to learning assessment in Youth, Adult, and Elderly Education. Employing Bardin's Content Analysis (2016), our findings underscore legislation's emphasis on continuous, cumulative, and formative assessment, giving precedence to qualitative aspects. In conclusion, assessment is seen as a tool fostering learning opportunities, rectifying student deficiencies, and refining teaching practices.

A avaliação da aprendizagem em matemática no olhar de professores dos anos iniciais do ensino fundamental de um município do Nordeste brasileiro

Layla Raquel Barbosa Lino, Rossano André Dal-Farra — Sun, 02 Jun 2024 00:00:00 -0300

O presente estudo foi desenvolvido no sentido de compreender o olhar de docentes de diferentes formações que ensinam Matemática nos Anos Iniciais do Ensino Fundamental, sendo entrevistados cinco professores que atuam em escolas públicas de um município no interior da Bahia. Partiu-se da ideia de que a avaliação da aprendizagem é desafiadora em qualquer contexto ou nível de ensino. Os resultados demonstraram que os docentes possuíam conhecimento da importância de avaliar os estudantes de forma processual, acompanhando seus alunos contínua e constantemente, embora tenham mencionado a necessidade de articular essa perspectiva com o Sistema de Avaliação da Educação Básica. Eles revelaram a busca da conciliação entre os pressupostos teóricos educacionais e as avaliações externas.

Palavras-chave: Anos iniciais do ensino fundamental. Avaliação educacional. Sistema de avaliação da educação básica. Educação matemática.

As políticas educacionais na rede estadual de ensino da Paraíba:

Jonas da Silva Rodrigues; Andréia Ferreira da Silva — Sun, 02 Jun 2024 00:00:00 -0300

Apresentam-se resultados de pesquisa sobre as políticas educacionais na rede estadual de ensino da Paraíba, com foco em avaliação externa, prestação de contas e responsabilização. Orienta-se por uma perspectiva histórica e utilizam-se como técnicas de coleta de dados levantamento bibliográfico e análise documental. Analisa-se a estruturação das políticas de accountability na educação estadual paraibana, entre 2011 e 2018, considerando as políticas de avaliação externa, o pagamento por desempenho, o sistema de monitoramento das escolas e o trabalho docente. Reflete-se sobre o caráter indutor e privatizante dessas políticas na gestão das escolas e na prática docente; e o fortalecimento da lógica empresarial, em sentido lato e stricto sensu, com a promoção de uma gestão baseada em resultados.

Palavras-chave: Avaliação externa. Accountability educacional. Educação estadual paraibana.

Alinhamento e controle:

Jean Douglas Zeferino Rodrigues, Luana Ferrarotto — Sun, 02 Jun 2024 00:00:00 -0300

The article analyzes the 2021 OECD document National Assessment Reform: main considerations for Brazil. Based on content analysis, three categories emerged: a) alignment and monitoring as a condition for improving the quality of education; b) Saeb and state external assessments: alignment of scales and complementarity between instruments; c) Saeb: deepening the control and monitoring of education systems. The defense of the alignment between Saeb, BNCC and state assessments and the search for standardization, monitoring and control of pedagogical work was evident. The concept of quality in the OECD's recommendations to Brazil is based on technical and economic rationality and the demands of the production system.

Avaliação em larga escala e qualidade da educação

Ricardo Hack, Camila Regina Rostirola — Wed, 05 Jun 2024 00:00:00 -0300

O presente estudo tem como objetivo identificar ações planejadas por três municípios do Oeste catarinense com alto Índice de Desenvolvimento da Educação Básica (Ideb) nos anos iniciais do Ensino Fundamental, perquirindo possíveis implicações na melhoria dos resultados das avaliações em larga escala e na qualidade da educação. Como procedimentos técnicos e metodológicos, fez-se uso da pesquisa bibliográfica e documental, bem como da análise dos planos de educação dos três municípios pesquisados. Como resultados, identificou-se que as ações planejadas demonstram preocupação com o alcance e melhoria das notas do Ideb e com o desempenho dos estudantes bem como supervalorização dos indicadores, o que pode comprometer a garantia de uma educação de qualidade.

Palavras-chave: Avaliação em larga escala. Indicadores educacionais. Qualidade da educação. Planos de educação. Municípios catarinenses.

New tests, same old problems

Wayne Au — Wed, 05 Jun 2024 00:00:00 -0300

Social-emotional skills assessment:

Regiane Helena Bertagna, Julia Costa Faria, Gabrielly Luiza Isabela Murari — Tue, 11 Jun 2024 00:00:00 -0300

This article aims to present the application of a large-scale socio-emotional skills assessment instrument among public education in Brazil’s Southeast states. Developed by the Instituto Ayrton Senna, a business sector linked organization, this instrument's investigation was motivated for its possible link with public school’s privatization processes in the country. Through qualitative research within a total of 40 documents, we deepened our knowledge about the proposed assessment and identified, especially in the state of São Paulo, the direct participation of the Instituto Ayrton Senna in the elaboration of the state educational policy for the final years of elementary school and high school, through what we highlight the dissemination of private sectors ideas in public education.

Degree of difficulty of items in a test for the 9th grade of elementary school

Carlos Henrique Delmiro, Daniel Brandão Menezes, Hermínio Borges Neto — Tue, 11 Jun 2024 00:00:00 -0300

The Canindé Education Assessment System (SAEC) is an assessment that gives teachers and school managers quicker and more detailed access to each class assessed. Thus, the aim of this study is to analyze a psychometric characterization of the SAEC instrument, especially regarding the degree of difficulty of the items covered in the mathematics test in 9th grade elementary school classes, by means of the Classical Test Theory (CTT). This is a quantitative study with objectives of descriptive and exploratory research. The results show that out of the 10 items evaluated in the SAEC, 5 were considered difficult, 3 presented moderate difficulty and 2 were considered easy according to the statistical analyses.

Transformar las prácticas evaluativas en el aula:

David Herrera Araya — Tue, 11 Jun 2024 00:00:00 -0300

Abstract

This essay reflects on the transformation of school assessment practices within the framework of assessment decentralisation for student participation, as a space of opportunity for the construction of a fair and reflective school assessment. In this way, the principles of assessment decentralisation and the importance of co-assessment, peer assessment and self-assessment are described in order to rethink assessment practices. In addition, the role of evaluative judgement is highlighted in order to construct an evaluation oriented towards self-reflection and criticism. We conclude with the need to think of assessment decentralisation as an interactional and intersubjective space that enables the transformation of assessment practice.

Keywords: Assessment decentralisation. Assessment decentralisation. Student participation in assessment.

Análise da resolução de problemas nos itens de Ciências da Natureza do Enem e suas implicações para a Educação em Ciências

Alexandre da Silva Ferry — Sat, 15 Jun 2024 00:00:00 -0300

This article elucidates problem-solving approaches in Sciences education within the context of the ENEM. It highlights the predominant characteristics and delineates the types of items encountered in the tests spanning from 2018 to 2023. The theoretical framework of the study draws upon the convergence of perspectives from George Pólya and David Jonassen regarding problem-based learning. The identification and analysis of the examination questions have given rise to three distinct categories of items. The findings underscore that problem-solving constitutes a foundational skill. It emphasizes the necessity for planning in both the approach and assessment of problem-solving, aiming to contribute to a more authentic and formative evaluation aligned with educational objectives.

Monitoramento e avaliação da política de educação infantil:

Maria Luiza Rodrigues Flores, Sandra Zákia Lian de Sousa — Sat, 15 Jun 2024 00:00:00 -0300

The article presents the results of qualitative research whose objective was the systematization of dimensions and criteria to support the monitoring and evaluation of the quality of Early Childhood Education provision within the scope of a municipal education system. The study methodology included an analysis of legislation, standards and documents drawn up by the federal government and a review of national and foreign literature that addresses theoretical-methodological elements capable of supporting the notion of quality to be assumed in such an assessment. Based on bibliographical research, a Reference Matrix is proposed with dimensions and criteria relating to the organization and management of the provision of assistance to the stage.

Principios de procedimiento subyacentes a la conceptualización de la evaluación transformativa/formativa venezolana

Eva Pasek de Pinto — Tue, 25 Jun 2024 00:00:00 -0300

The purpose of this essay is to infer procedural principles underlying the conceptualization of transformative and formative assessment mandated by the Ministry of People's Power for Education (2007). To this end, a theoretical-methodological journey was carried out from critical pedagogy, the definition of transformative evaluation and its link with formative evaluation. It culminates with the contribution of five procedural principles to argue and reflect on the different options that the teacher has to carry out a transformative evaluation in the classroom and achieve the required changes in the development of the students' potentialities and in their own teaching practice.

Social representations of Science by Natural Sciences teachers at a federal school

Claudia Maria de Oliveira Sordillo, Edna Maria Querido de Oliveira Chamon — Thu, 05 Dec 2024 00:00:00 -0300

This research aimed to investigate the social representations of Science developed by high school Natural Science teachers at a Brazilian federal education institution. The theoretical framework is based on the Theory of Social Representations and how it contributes to the understanding of science education and teacher training in Natural Sciences. The simplified version of the basic scientific literacy test, with 45 closed questions, and individual semi-structured interviews were used to collect data, administered to 31 subjects, in a sample by adherence. The material was statistically treated with the IraMuTeQ software and the interpretation was done by content analysis. According to the teachers, Science is practiced through experiments, with previously known results. The need to go beyond this view, through interdisciplinary investigative projects, was highlighted to develop scientific literacy.

Keywords: Social Representations. Science. Natural Science. High School. Teachers.

The hermeneutics of the self in the effectiveness of teaching language

Amarildo Trevisan, Ercília Maria de Moura Garcia Luiz — Fri, 09 Aug 2024 00:00:00 -0300

The work employs Paul Ricoeur's concepts of self and recognition to analyze teaching language from a hermeneutic perspective in the face of school violence. It underscores the importance of transcending subjectivity to establish a healthy intersubjective relationship, requiring a predisposition to rethink the self. The study references the tragedy of Antigone and the philosophy of language to enhance the cultivation of humanity in education. It emphasizes the need for an ethical approach in pedagogical practice, including self-understanding, interpersonal relationships, respectful expression, and mutual recognition. It highlights the significance of "power-speaking," necessitating a reevaluation of educational foundations to promote mutual recognition, thereby avoiding violence.

Keywords: Philosophy of education; Teacher; Linguistic action; Self; Hermeneutics.

Formação profissional de mulheres da área da Construção Civil do estado de Mato Grosso

Angela Fatima Rocha, Sueli Correia Lemes Valezi, Ernany Paranaguá da Silva — Fri, 29 Mar 2024 00:00:00 -0300

This paper is part of an action research focused on learning how to learn in the project Breaking barriers: women in the Civil Construction and the Light Steel Frame (LSF) system which joined researchers of the Federal Institute of Education, Science and Technology of Mato Grosso (IFMT) in partnership with the private sector and sponsored by FAPEMAT. It aimed to develop scientific and practical knowledge among students of the Integrated and Subsequent High School courses and undergraduates of the Higher Education in Civil Construction area. The results showed: women’s empowerment growth in Civil Construction able to promote social transformation due to the action-reflection-action in building a laboratory in LSF with interdisciplinarity, multidisciplinary and verticalization of teaching.

A formação inicial e continuada de professores de ciências e de biologia e a BNCC

Maria Adriana Santos Carvalho, Aline Andréia Nicolli — Fri, 29 Mar 2024 00:00:00 -0300

Objetivou-se analisar, nos anais do Encontro Nacional de Ensino de Biologia e do Encontro Nacional de Pesquisa em Educação em Ciências, em suas edições ocorridas entre 2018 e 2021, as publicações que tratam da formação de professores de ciências e de biologia no contexto de implementação da Base Nacional Comum Curricular. Encontraram-se 20 trabalhos. A maioria deles, publicada no ano de 2021, trata da formação inicial e foi desenvolvida na região Sudeste. Os trabalhos investigaram, predominantemente, o ensino de Ciências da Natureza no Ensino Fundamental. Sobre os aspectos metodológicos, destacaram-se as pesquisas documentais, de abordagem qualitativa; e, quanto aos objetivos, buscou-se, predominantemente, fazer uma análise crítica e problematizadora da Base Nacional Comum Curricular.

Palavras-chave: Professores de biologia. Professores de ciências. Formação docente.

Looking at art from a screen

Bruna Zanini Fiorin, Angelica Vier Munhoz — Tue, 02 Apr 2024 00:00:00 -0300

The article is derived from a research conducted together with the Curriculum, Space, Movement Research Group (CEM/CNPq) of the University of the Taquari Valley and aims to understand the educational and artistic practices carried out by the Social Trade Service of the city of Lajeado, RS, during the Covid-19 pandemic. Taking the notion of archive by Michel Foucault as a procedure, it sought to archive the activities carried out by the Social Service of Commerce over 17 months and to conduct interviews and conversations with a cultural agent of the institution in order to understand the ways of operating and reinventing the institution amid the pandemic. The results give visibility to what has been produced and point out that new arrangements can be reinvented.

Indicadores de qualidade da educação superior no contexto da Universidade de Brasília

Atair Silva de Sousa, Wanderley dos Santos Roberto — Wed, 03 Apr 2024 00:00:00 -0300

Este artigo faz um breve panorama acerca de indicadores de qualidade da educação superior. O objetivo principal consistiu-se em avaliar indicadores de qualidade obtidos pela Universidade de Brasília (UnB) e compreender a relação entre eles. Para tal, utilizou-se uma metodologia com abordagem mista que abrange tanto a análise qualitativa quanto a quantitativa. Além disso, realizou-se uma revisão bibliográfica, uma pesquisa documental e uma busca de dados e informações disponibilizadas pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep). Os resultados apontaram que a UnB obteve excelência em qualidade na construção, na utilização e na calibração dos Indicadores de qualidade da educação superior.

Palavras-chave: Avaliação da Educação. Educação Superior. Enade. Indicadores de Qualidade. Sinaes.

História imediata e participante da formação de professores na cidade de São Paulo (2001-2004)

Lucilene Schunck Costa Pisaneschi , Carlos Bauer — Wed, 08 May 2024 00:00:00 -0300

Este artigo apresenta a história imediata de uma experiência formativa de professores vivenciada, entre os anos de 2001 e 2004, no âmbito da Secretaria Municipal de Educação de São Paulo (SME-SP), em um momento em que a formação docente tinha como pressuposto para sua construção o princípio da autonomia defendido por Paulo Freire. O relato estabelece um diálogo entre o pensamento de Adorno e Freire no que diz respeito às categorias de autonomia e emancipação, cortejado por premissas marxianas em torno do papel do indivíduo na história. Também se tem como finalidade a compreensão da importância e dos limites presentes na experiência de formação em serviço dos professores desta conceituada rede municipal de ensino brasileira, operada nos primórdios do século XXI.

Palavras-chave: Autonomia. Emancipação. Formação de professores. História imediata da Educação. SME-SP.

Narrativas como possibilidades de desvelamento do impacto da modernidade/colonialidade sobre a docência a partir de uma experiência autoformativa

Nilton Bruno Tomelin, Rita Buzzi Rausch — Thu, 23 May 2024 00:00:00 -0300

Este texto tem por objetivo identificar a importância das narrativas para o desvelamento do impacto da modernidade e da colonialidade sobre a docência a partir de uma experiência autoformativa. Por meio de narrativas de membros de um grupo de autoformação docente, foram discutidos os conceitos de modernidade, colonialidade, autoformação e narrativas docentes teoricamente descritos. A análise deu-se pelo paradigma indiciário a partir da metáfora “A águia e a galinha”, em que os narradores apontaram demandas de sua profissão possivelmente relacionadas à materialização do binômio modernidade/colonialidade. A pesquisa relaciona as narrativas como instrumentos de subversão desse binômio e que permitem a reconstrução de histórias de vida com base em indícios de seu impacto sobre a docência.

Palavras-chave: Narrativas. Modernidade/colonialidade. Experiência autoformativa.

A dança na interdisciplinaridade com a literatura e as artes visuais

Isleide Steil — Thu, 23 May 2024 00:00:00 -0300

O objetivo, neste artigo, foi discutir possibilidades de relação entre dança, literatura e artes visuais, no intuito de apresentar outras viabilidades de práticas de dança na escola para além de repetições de técnicas corporais e coreografias. Foi um estudo de caráter qualitativo, cuja metodologia foi a Pesquisa Educacional Baseada em Artes (PEBA), com aporte teórico em Petit (2009, 2019), Marques (2012) e Vianna (2005). Como resultado, sinaliza-se que práticas interdisciplinares despertam outros olhares e entendimentos para as áreas envolvidas, e que a dança, sendo uma área de conhecimento, pode ser propulsora de experiências sensíveis na escola com mediações culturais adequadas.

Palavras-chave: Dança. Literatura. Artes Visuais. Grafia do movimento.

Direito à educação em escola pública:

Janaina da Cunha Silva, Jaciara de Sá Carvalho — Wed, 19 Jun 2024 00:00:00 -0300

Recorrendo à reinvenção das categorias “acesso”, “permanência” e “qualidade” da educação durante a crise político-sanitária de 2020 e 2021 no Brasil, apresentam-se achados de um estudo de caso que analisou ações pedagógicas adotadas por uma escola pública em situação de vulnerabilidade para buscar assegurar o direito à educação dos estudantes, observando como tecnologias digitais foram consideradas. A metodologia envolveu aplicação de questionário, realização de entrevistas e anotações em Diário de Campo pela pesquisadora, docente da escola há mais de 20 anos. Ao fim dessa trajetória, a pesquisa aponta que o Direito à Educação exige condições socioeconômicas e, cada vez mais, tecnológicas para sua garantia.

Palavras-chave: Direito à Educação. Ensino Remoto Emergencial. Integração de Tecnologias. TDIC.

The social and school paths of students of technical courses in professional and technological education

Itamar de Oliveira Corrêa Filho, Jairo Antonio da Paixão — Wed, 19 Jun 2024 00:00:00 -0300

The objective of this article was to investigate elements of the social and educational path of students of technical courses concomitant with or subsequent to high school at XXX – Campus XXX and to identify their social origin, through a sociological analysis. The theoretical debate was mainly based on Bourdieusian studies and on authors from the field of Sociology of Education. The research was characterized as qualitative, in which a semi-structured interview was used for data collection. It was identified that, for the most part, students come from lower classes. The alert was highlighted so that the Federal Institutes do not become spaces for the soft elimination of students from the educational system and do not become environments for the reproduction of social and school inequalities.

Por uma dada história da extensão universitária brasileira

Thiago Alexandre Hayakawa, Luzia Bueno, Maria de Fátima Guimarães — Thu, 27 Jun 2024 00:00:00 -0300

Este artigo mobiliza a história da extensão universitária no Brasil a partir da organização dos estudantes brasileiros. Rastreia a atuação desses sujeitos antes, durante e após o golpe militar de 1964, até a fundamentação do marco regulatório da extensão universitária brasileira. Analisa-se, sob a perspectiva da história cultural da educação brasileira, acervos institucionais da USF e documentos relativos às políticas públicas na Educação, construindo uma narrativa histórica. Constata-se que a extensão universitária extrapola os limites legais e físicos das Instituições de Ensino Superior, posto que estimula o aprimoramento do ensino-aprendizagem em tais espaços, o que melhora a formação profissional, a dialogicidade na construção de conhecimento e a inserção social nessas instituições.

Palavras-chave: História do Ensino Superior. Extensão universitária. Curricularização da Extensão. Movimentos Estudantis.

Active methodologies in continuing training for graduate teachers in the EaD mode

Thu, 27 Jun 2024 00:00:00 -0300

This article aims to identify, in the literature, continued training – which address active methodologies – for teachers of the degrees in the mode of Distance Education. It takes care of an exploratory-descriptive research with bibliographic survey and qualitative analysis of the results, taking for reference authors such as Abrucio, Masetto, Moriconi and Valente. Due to the difficulties encountered, similar studies have been reviewed. It has been found that the training often takes place on a point-by-point basis, without a systematization of the data that allows to attest replicable practices and points of improvement. Thus, for future research, it is expected from the institutions and the professionals of Distance Education a reflection of how they intend to guarantee quality to the teaching-learning process.

Práticas higiênicas na concepção do projeto formador da Escola Superior de Agricultura e Veterinária de Viçosa (1922-1931)

Pedro de Oliveira Milagres, Anderson da Cunha Baia — Sun, 30 Jun 2024 00:00:00 -0300

Objetiva-se analisar a presença de práticas higiênicas na concepção inicial do projeto formador esaviano, a partir do contato com os operários de construção (1922-1931). Analisou-se documentos institucionais no Arquivo Central e Histórico da UFV e no acervo digital da Universidade da Flórida, EUA. Tomou-se como referencial metodológico da História Cultural Certeau (2015) e Chartier (1988). Percebe-se que o engenheiro Belo Lisboa assumiu uma postura sanitarista nas obras de construção da Esav. Ele criou uma Caixa Beneficente com serviços de saúde, com o combate das verminoses, educação e instrução moral e higiênica. Concluiu-se que o projeto formador esaviano foi concebido no contato com os operários de construção e deu espaço à higiene para a limpeza dos rurais vinculados à Escola.

Palavras-chave: Esav. Higienismo. Práticas higiênicas. Sanitarização do campo.

A constituição da identidade da rede de Educação Infantil do município de Panambi/RS em diálogo com a Educação da Infância de Reggio Emilia

Adriane Graeff, Arnaldo Nogaro — Sun, 30 Jun 2024 00:00:00 -0300

Este estudo qualitativo busca contribuições da abordagem italiana de Reggio Emilia na construção de uma identidade própria da Rede Municipal de Educação Infantil do Município de Panambi, no Noroeste do RS. A coleta dos dados foi feita por meio da aplicação de questionário a profissionais de seis escolas de Educação Infantil. Os resultados apontam que se considera essa fase um momento de forte aprendizagem ou de grandes experiências. Todos os professores participantes se sentem satisfeitos com a formação docente da escola ou da Secretaria de Educação, frisando que ela se deu por palestras, leituras e espaços interativos. Infere-se que a Educação Infantil de Panambi está em transformação, constitui sua identidade em movimento.

Palavras-chave: Infância. Rede Municipal. Reggio Emilia.

Família, pátria e desenvolvimento:

Sun, 30 Jun 2024 00:00:00 -0300

Objetiva-se analisar dois livros didáticos da disciplina Educação Moral e Cívica (EMC) publicados por Rachel de Queiroz e Nilda Bethlem na década de 1970. Trata-se de uma pesquisa documental. Examina-se os conteúdos e a organização das obras, as propostas de atividades e as formas como as temáticas se articulam com o que se encontra previsto nos documentos oficiais criados para a referida disciplina. O estudo se baseia em Chervel (1990), Julia (1991), Viñao (2008), Le Goff (2003) e Foucault (1978; 2021). Constata-se que os conteúdos dos livros didáticos se voltam para a formação do cidadão desejado pela Ditadura Civil-Militar, pois as autoras apresentam um país de dimensões continentais e em desenvolvimento, para o qual era preciso fortalecer condutas patrióticas e virtuosas, obedecer às normas e dedicar-se ao trabalho.

Palavras-chave: Educação Moral e Cívica. Ditadura Civil-Militar. Civismo. Desenvolvimento.

a Pedagogy of gender non-violence at school

Adriana da Silva Dias, Sirlene Mota Pinheiro da Silva — Mon, 01 Jul 2024 00:00:00 -0300

In this article, gender violence is understood as a type of violence ensured in a plot of power, which affects multiple identities in different spaces. Thus, based o the literature, it is discussed whether and/or how the post-critical perspectives of the curriculum contribute to confronting this violence at school. In the results, it was found that current discussions on the curriculum have the school space as essential in the development of educational practices for diversities and differences. Investing in this space, the possible deconstruction of mistaken concepts about the exercise of sexuality, as well as the production/reproduction of gender and intersection rules, which condition the submission, repression and silencing of bodies.

As redes de sociabilidade e a escrita feminina no Brasil do século XIX e XX:

Welingthon dos Santos Silva, Kelly Lislie Julio — Mon, 01 Jul 2024 00:00:00 -0300

This text brings a survey and study of research interested in the constitution, role and importance of sociability networks for the publication of women's writings in the nineteenth and twentieth centuries. We opted for articles, theses and dissertations published between 2010 and 2022. The studies were based on: Sirinelli (2003) to conceptualize "networks of sociability" Bourdieu (1968: 1999, 2002), to think the social and power relations between men and women; And for life trajectory and female representation in the press, Duarte (2016), Sodré (1983), Telles (2011) and Zilberman (2007). In general, the writers were teachers, who published booklets and books. Moreover. It was observed his writings commonly addressed aspects experienced in society and at the time they were inserted.

Juventudes, diversidade e educação profissional e tecnológica:

Jorge Luiz dos Santos de Souza, Ana Sara Castaman, Josimar de Aparecido Vieira — Mon, 01 Jul 2024 00:00:00 -0300

In professional and technological education (EFA), it is important to consider the challenges faced by young people manifested in different ways. In this sense, this study analyzes the categories of youth and diversity in the context of EFA, understanding them in the process of action of education professionals. This is an exploratory and descriptive research, guided by the qualitative approach and was produced through bibliographic research. In its organization there is the methodological route, conceptions of the category youth, considerations that bring together the categories already mentioned and the final considerations. These points indicate that the promotion of diversity and the inclusion of youth in EFA contribute to the construction of a more just society and attentive to the challenges of the future.

A escola como lugar de redenção:

Adilson Cristiano Habowski, Cleber Gibbon Ratto — Tue, 02 Jul 2024 00:00:00 -0300

Este texto explora as linhas de fuga do dispositivo da redenção, valendo-se de pesquisas já realizadas sobre o brincar das crianças em relação às tecnologias digitais na Educação. Nesse dispositivo, observa-se que os discursos frequentemente enfatizam a escola como um lugar para preservar as brincadeiras consideradas tradicionais e como um ambiente para experimentar maneiras de “brincar melhor com as tecnologias digitais”. Assim, ela é considerada um local de redenção. Neste texto, discute-se que, no agenciamento do dispositivo da redenção, surgem brechas na normalização, virtuais linhas de fuga, e acontecimentos em potencial, nos quais, ao brincar junto das crianças e com elas, cria-se espaço para um devir-criança no próprio ato de brincar, atualizando a inventividade de novos mundos.

Palavras-chave: Crianças. Brincar. Tecnologias digitais. Redenção. Linhas de fuga.

Crianças, corporeidade e movimento:

Paula Miño Oliveira da Fonseca, Ângela Adriane Schmidt Bersch — Tue, 02 Jul 2024 00:00:00 -0300

Our aim is to problematize corporeality in childhood and in the daily life of nursery schools, highlighting the way in which we teachers dialogue with these routine movements. The article is an analysis based on the researcher's autobiographical narratives, as well as bibliographical research into corporeality in the context of Early Childhood Education. We conclude that when we talk about routine movements, we need to let beliefs and conceptions come to the surface, which are what actually drive everyday life in the Early Childhood Education school. In this context, it is necessary to consider body practices in their entirety, recognizing the importance of the body, of corporeality, as well as its meanings and senses attributed through plural experiences for and with children.

O que pretende a Educação Física na Educação de Jovens e Adultos?

Patrick da Silveira Gonçalves, Cristina Marin Ribeiro Gonçalves — Wed, 03 Jul 2024 00:00:00 -0300

O presente estudo buscou compreender quais saberes os docentes partilham acerca da Educação Física na EJA e de que forma tais saberes afetam as ações dos professores no contexto escolar. Participaram da pesquisa dois docentes de Educação Física da Rede Pública Municipal de Canoas, Rio Grande do Sul. Para a produção de informações, a pesquisa lançou mão de entrevistas. Nessa tentativa, é possível identificar que os professores são atravessados por sentidos atribuídos pelo imaginário social acerca do que deve tratar a Educação Física: para amenizar e compensar as jornadas de trabalho exaustivas, recondicionando os corpos para voltarem à produção, os entrevistados revelam a tendência a não politizar os temas tratados em aula, sob pena de serem socialmente constrangidos.

Palavras-chave: Educação de Jovens e Adultos. Educação Física. Saberes do docente.

From Physical Education to Holomotricity

Maurício Teodoro de Souza, Luiz Sanches Neto — Wed, 03 Jul 2024 00:00:00 -0300

The objective of this investigation is to propose, from physical education, the application of holomotricity fundamentals as a thinking action towards the wholeness of nature. This interpretive research is qualitatively underpinned by two concepts – holomovement and participant thinking. The epistemological perspective is to understand the phenomena beyond the differences of internal and external time, discerning a movement that transcends literal thinking and perceiving the organization of the universe as a wholeness. From these concepts, holomotricity demonstrates the implied order as an indivisible and inseparable wholeness of the micro universe, manifesting the unity of each action reaching a culminating state connected to universal consciousness.

Olhos de lince:

Luan Manoel Thomé, Rosana Areal de Carvalho — Wed, 03 Jul 2024 00:00:00 -0300

In Minas Gerais, with the João Pinheiro reform, the position of school inspector was institutionalized, divided into administrative and technical. This article aims, through documentary research, to analyze the report, published in 1907, by the technical teaching inspector – Francisco de Paula Pinheiro in Oliveira (MG). Supported by cultural history, we highlight the importance of this subject as a bridge between the municipalities and the state of Minas Gerais and its relevance in terms of consolidating a new school culture, because from the observance of primary education are highlighted aspects related to functional life of the teachers; physical structure, furniture and school records; and the action of these professionals in the face of republican reform.

Pesquisas sobre reforma educacional no Brasil:

Roberta Freire Bastos, Eliza Bartolozzi Ferreira — Thu, 04 Jul 2024 00:00:00 -0300

Abstract: This article presents meta-research on educational reforms. It is inspired by the Educational Policy Epistemology Approach (EEPE). The data refer to Doctorate theses in Education (2000-2017). The following indicators were used: number of theses, year of publication, origin of the authors, institutional link, theme, type of research and its scope, context of analysis, epistemological perspectives, reference authors and main concepts. The analyzes reveal that the study of reform involves social, cultural and historical aspects and, traditionally, its analytical lens is progressive. However, due to the complexity of this phenomenon, researchers adopt multiple epistemological matrices to qualify the investigation and understanding of the topic.

Keywords: Educational reform; Epistemologies; Metasearch.

Families of autistic children question specialized educational service

Marcos Cezar de Freitas — Thu, 04 Jul 2024 00:00:00 -0300

The objective of the article is to analyze the expectations of families of autistic people in relation to Specialized Educational Service in elementary school. The introduction presents ethnographic research in a public school that made it possible to record the dialogue that is used to present its central argument. As an expository method, the dialogue is treated as an “ethnographic finding”, as it shows the point of tension between family members and AEE teachers. The results show that family members specifically question the absence of specialized therapeutic procedures for autism in the AEE. The discussion was based on the anthropology of expertise, and in the conclusion other ethnographic findings indicate that the expectation mischaracterizes Special Education from the perspective of Inclusive Education.

Keywords: Autism. Specialized Educational Service. Ethnography.

Experience as a possibility for the ecology of action from a decolonizing perspective

Antonio Oliveira Dju, Darcisio Natal Muraro — Thu, 04 Jul 2024 00:00:00 -0300

The article analyzes the concept of experience as a way of life and its relevance to the "ecology of knowledges", contrasting hegemonic and colonial paradigms. It highlights John Dewey's epistemic pragmatism, defending its contribution to the intelligibility of the experience of the oppressed. It questions whether Dewey promotes the decolonization of knowledge. Using a qualitative approach in the Philosophy of Education and dialoguing with Grazziontin, Klaus and Pereira (2022), it concludes that Dewey's theory encourages decolonizing action, emerging from critical reflection and transformative practice. Thus, his conception of experience is fundamental for an ecology of knowledge and practices, strengthening decoloniality as a way of life.

Keywords: Pragmatism. John Dewey. Ecology of Knowledge. Colonial(s) Studies. Experience.

Historiografia da Educação Profissional no Brasil e sua relação com a presença das mulheres no mundo do trabalho

Mon, 29 Jul 2024 00:00:00 -0300

The discussion about the inclusion of women in the world of work is not recent, but it is current and emerging. The study aims to discuss the historiography of Professional Education in Brazil, and the participation of women in this process of formation and insertion in the world of work. The study is of a qualitative nature and was developed through bibliographical and historical sources on the subject in question. As a result, we saw that although women have gained relatively considerable space, there is still much to evolve to improve their working conditions in the world of work.

Keywords: Women. Professional education. World of work. Historiography.

Overcoming and inequality

Lucivania Barbosa Evangelista, Laêda Bezerra Machado — Mon, 29 Jul 2024 00:00:00 -0300

This article aims to identify the central core of social representations of public high school students, constructed by their teachers. The theoretical framework adopted is the structural approach to representations. We developed an online study with 26 public school teachers. We used the Successive Hierarchical Screening technique to test the central nucleus. The results indicated social representations of teachers regarding the “public high school student” centered on overcoming and inequality. For teachers, their students live in conditions of inequality, face challenges, but manage to overcome them. We suggest measures capable of equalizing educational opportunities for young people attending high school.

Keywords: Student. High school. Social Representations. Teachers.

The relationship betwen education and ICT in the conception of Amazonas Education Media Center pedagogical advisors

Valentina Silva, Ana Valéria de Figueiredo da Costa — Fri, 02 Aug 2024 00:00:00 -0300

This article, originated from a master's dissertation, analyzes the conceptions of pedagogical advisors at the Amazonas Education Media Center (CEMEAM) regarding the relationship between education and Information and Communication Technologies (ICT) in Blended Learning with Technological Mediation (EPMT). The participants were seven pedagogical advisors from CEMEAM who assist in planning and implementing EPMT classes. The study employed qualitative exploratory research and semi-structured interviews. The results indicate that these professionals hold optimistic and solution-oriented conceptions regarding the relationship between education and ICT.

Keywords: Pedagogical Advisor. Education. CEMEAM. EPMT.

Planejamento coletivo das Feiras das Ciências na perspectiva interdisciplinar

Tauana Pacheco Mesquita, Rafaele Rodrigues de Araujo — Fri, 02 Aug 2024 00:00:00 -0300

O objetivo deste trabalho é compreender como ocorre o planejamento coletivo de professores da Educação Básica atuantes nas Feiras das Ciências por meio da perspectiva interdisciplinar. Neste recorte de dissertação de mestrado, utiliza-se a pesquisa narrativa como metodologia de pesquisa, analisando as narrativas e memórias sobre as Feiras de professores da Educação Básica. Além disso, em nosso referencial, aprofundamos o entendimento sobre as Feiras e a Interdisciplinaridade. Emprega-se cartas como instrumento de coleta de informações que compõem os textos de campo. Para a realização de Feiras das Ciências sob a perspectiva interdisciplinar, que proporcionem o diálogo entre diferentes participantes e saberes, faz-se necessário fomentar oportunidades de formação docente.

Palavras-chave: Feira. Ciências. Interdisciplinaridade. Narrativas. Memórias.

Emancipatory education and the relationship with entrepreneurial behavior

Frank Jose Gutierrez Sivira, Daniel Novaes — Sun, 22 Sep 2024 00:00:00 -0300

The objective of this article is to study entrepreneurial behavior and relationship with emancipatory education. It is a critical-reflective text on the emancipatory reach of entrepreneurial behavior and entrepreneurship in vulnerable people and populations and in states of poverty, as well as on the role that universities play in promoting, disseminating and teaching these types of entrepreneurships. The entrepreneurial phenomenon, its criticisms and benefits are analyzed from different points of view. We focus on the methodology as a bibliographical investigation, analyzing and comparing several investigations related to criticisms of the entrepreneurial movement and those that highlight its emancipatory potential.

Didactic decisions of a teacher in planning the use of the game Real Code Breaker in classes on Combinatorial Analysis

Magda Beatriz de Lima Almeida, Elisângela Bastos de Melo Espíndola — Sun, 22 Sep 2024 00:00:00 -0300

The main objective was to analyze the didactic decisions of a teacher in planning the use of the Real Code Breaker game in lessons on Combinatorial Analysis. For this, the Decisional Factors Model was used, which is grounded in the Theory of Didactic Situations and the Anthropological Theory of Didactics. This is a qualitative research, more specifically a case study, that involved the participation of a high school teacher from a public school, located in Feira Nova - Pernambuco. As results, we highlight the influence on didactic decisions of: external factors, due to changes that occurred in high school; epistemic factors related to Combinatorial Analysis content that can be explored with the game and factors of didactic history, referring to students’ difficulties in Combinatorial Analysis.

Keywords: Didactic Decisions. Combinatorial Analysis. Real Code Breaker Game.

The development of teachers' knowledge related to Combinatorics through a formative process with 4th and/or 5th-grade Elementary School teachers

Diana França Costa da Silva, Jaqueline Aparecida Foratto Lixandrão Santos — Sun, 22 Sep 2024 00:00:00 -0300

The article discusses the development of teacher knowledge on combinatorial situations, invariants, and symbolic representations through a formative process (FP) with teachers who teach mathematics in 4th and 5th grade elementary school classes. This is a segment of a broader research that began with semi-structured interviews aimed at identifying the participants' profiles, followed by the development of an FP over three meetings. This text focuses on the third meeting, where the teachers reflected on strategies to approach Combinatorics in the classroom. The data indicate that the research participants expanded their understanding in identifying relationships and properties in combinatorial situations, enhancing their knowledge throughout the FP.

Expectations of teachers in front of the learning of students with disabilities

Francélio Ângelo de Oliveira, Adriana Leite Limaverde Gomes — Fri, 27 Sep 2024 00:00:00 -0300

This article aims to identify the meanings produced by teachers in relation to school inclusion of students with disabilities. The relevance of this study lies in the fact that, for the construction of an inclusive pedagogical practice, it is necessary to pay attention to the reasons and meanings that guide the teacher's decision-making in the classroom. In order to reach the proposed objectives, the cores of meanings were used made possible through simple and crossed self-confrontation. Based on this methodological movement, reached the core of meaning called “teachers' expectations regarding the learning of students with disabilities: meanings and resistance”. The results revealed that the teachers' low expectations regarding the learning of students with disabilities originates from historical constructs that place these students in disrepute and unable to learn.

Keywords: School inclusion. Teaching Work. Meanings.

Conceptions and practices of self-assessment in Professional and Technological Education:

Paulo de Oliveira Nascimento — Fri, 27 Sep 2024 00:00:00 -0300

In this paper, we seek to present a discussion about the self-assessment of Professional and Technological Education at undergraduate level carried out by IFAM's own Assessment Committee between the years 2012 and 2023, in order to identify the concepts and practices of this committee, as well as the possible reverberations (or not) of this process in the strategic planning of management and pedagogical practices. From a methodological point of view, we developed qualitative research of the “case study” type and focused on (a) the set of standards that regulate institutional self-assessment and (b) the partial and full reports produced by the Evaluation Committee itself. Our forays allow us to perceive institutional self-assessment as a process “under construction”, to be effectively incorporated into the management of Professional and Technological Education at/at IFAM.

Keywords: Self-evaluation. Federal Institute of Amazonas. Professional and Technological Education.

Educate the worker or educate them to not work?

Debora Cristine Trindade, Paulino José Orso — Fri, 27 Sep 2024 00:00:00 -0300

The purpose of this article is to reflect on social changes, especially in the production of material life, and to verify how education responds to these transformations through educational policies. It is considered that these aim to prepare individuals to live in the (new) society in a (challenging) context of intense changes and that society, work and education are undergoing profound changes, as a result of technical and scientific development, of politics and the way of producing social life. As a result, we see a shift from concern with cognitive, scientific and technical training to the development of socio-emotional skills and competencies.

keywords: Education. History of education. Educational policies. Socio-emotional skills.

High School Reform, BNCC, BNC-Training and the changes promoted in teacher training and work

Mon, 21 Oct 2024 00:00:00 -0300

The text addresses the curricular changes promoted by the High School reform, implementation of the BNCC and BNC-Formation, as well as teaching work. The objective is to reflect on the changes promoted in training and teaching work by the reform of Secondary Education, BNCC and BNC-Formation. Question: What are the changes promoted by the High School reform, implementation of the BNCC and BNC-Formation in training and teaching work? Based on bibliographical and documentary research, the results indicate that the BNCC is a central normative and articulator of training. In conclusion, it highlights the alignment of formation with the market, reiterating formation characteristics such as flexibility, entrepreneurship, proactivity and pragmatism.

Keywords: High School. BNCC. BNC-Formation. Teaching Work.

A case study on the explorations of ChatGPT in the development of probabilistic literacy

Wed, 23 Oct 2024 00:00:00 -0300

The National Common Curricular Base (BNCC) expanded the space of Probability in Brazilian Basic Education, creating new opportunities and new challenges for teachers, with the introduction of frequentist probabilistic, as well as demands that require the absorption of digital technologies in Mathematics classes. In the curriculum of the São Paulo state network, a new curricular component was created in High School, under the condition of Formative Itinerary: Certainty and Uncertainty: what is Probability for - Trends and Decisions. In this context, we analyze the support of Artificial Intelligence (AI), through ChatGPT, in students' investigations about situations involving chance and randomness. Our results point to the potential of AI to promote probabilistic literacy.

Keywords: Probability Teaching. Artificial intelligence. ChatGPT. Probabilistic Literacy. Common National Curriculum Base.

Higher education and educational inequality in Brazil

Julio Bertolin, Cristina Fioreze, Fábio Roberto Barão — Wed, 23 Oct 2024 00:00:00 -0300

The investments in the expansion of access to the higher education level constitute a phenomenon observed throughout the world. In the last decades, Brazil has implemented important policies in this sense. Although the expansion of access is fundamental for the reduction of educational inequality, the completion of the course by students from historically excluded social groups is also a relevant factor. In this article, based on a documentary study carried out using socioeconomic questionnaire answered by a sample of finalist students who took the Enade between 2009-2017, we argue that advances in terms of equality in Brazilian higher education are beginning to be observed, however, this is only the beginning of a process, as elitist legacies still persist.

Keywords: Higher education. Educational inequality. Positional goods.

High School reform of 2017 in the context of capital appreciation

Geisa Ferreira dos Santos — Mon, 28 Oct 2024 00:00:00 -0300

The aim of this text, which is the result of a doctoral thesis, is to analyze the relationships established between the 2017 High School reform and the processes of capital valorization following the productive restructuring of the capitalist production model. The research was bibliographical and documentary, guided by historical-dialectical materialism. Law no. 13,415, of February 16, 2017; the 2018 National Common Curriculum Base; and the 2018 High School Curriculum Guidelines, set out in Resolution no. 3, of November 21, 2018, were analyzed as the main primary sources of the research. The results point to the fact that the 2017 High School reform aims to adapt workers to the new demands of the productive world.

Keywords: Productive restructuring. High school reform. Capital valorization. Worker adaptation.

Music and Vocal Health in/for the Continuing Education of Teachers in a Small Research Group

Joice Menezes Lupinetti, Adriana Marques de Oliveira — Mon, 28 Oct 2024 00:00:00 -0300

This article outlines a proposal based on the foundations of/for the constitution of a Small Research Group (PGP) developed with a multidisciplinary group of teachers from a public school and university who studied music and vocal technique. The basic mobilizing question was: how can music, especially vocal technique, contribute to teacher training in a Small Research Group (SLG)? The nature of the research was qualitative and participant-based. The empirical material consisted of the reports given by the teachers, which were analyzed using Content Analysis, based on Bardin's assumptions. Two categories emerged from the analysis: voice in teaching work and the contributions of vocal technique to teacher training; music as a teaching resource and its contributions in the classroom.

Keywords: Voice. Didactic resource. Didactic-pedagogical.

The performance of undergraduate students majoring in biology, physics, chemistry, and mathematics on items related to social inequality in the Enade 2021 after the beginning of the COVID-19 pandemic

Ivy judensnaider, Silvia Fernanda de Mendonça Figueirôa, Dirceu da Silva — Mon, 04 Nov 2024 00:00:00 -0300

In this article, we analyze the association between the socioeconomic level of undergraduate students in Biology, Physics, Mathematics, and Chemistry and performance on items involving the topic of social inequality in the 2021 Enade test. We hypothesize that economic vulnerability could contribute to an understanding of the privileged view of the problems presented, given the “place of speech” of the respondents, and, therefore, to better performance on the items. To answer the research question, we performed Chi-square tests using the information made available by INEP in the Microdata Bank. As a result, we identified that the theme of social inequality could not favor the performance of students from the most socially vulnerable classes.

Keywords: Enade. Social inequality. Bourdieu - cultural capital. Covid-19 pandemic.

Popular Education through the glasses of the working class

Alexandre Soares de Sousa, Severino Bezerra da Silva — Mon, 04 Nov 2024 00:00:00 -0300

This article aims to present the understanding that the educator Alder Júlio Ferreira Calado organized about Popular Education. It is characterized as a theoretical study of a reflective nature, based on subjective experiences of Popular Educator Alder Júlio Ferreira Calado, as well as bibliographical references that support his understanding of Popular Education. Therefore, we can observe the necessary and utopian alternative sociability, in which everyone returns to the original thought that was forgotten, the memory of which Popular Education has the duty to make happen through historical memory, of those who fell along the way. for a more equal, fraternal and free world.

Keywords: Popular Education. Unfinished. Omnilateral education. Working class. Revolutionary mystique.

The singular and plural in the federalization of the Federal University of Uberlândia

Gislaine Marli da Rosa Kalinowski, Armindo Quillici Neto — Mon, 04 Nov 2024 00:00:00 -0300

In the historiography of Undergraduate Education there is little material about universities as educational institutions. In the same sense, the processes that shaped the meaning of this type of institution in the 20th century have gaps. This article addresses the federalization process of the University of Uberlândia, in 1978. The dialogue with literature is carried out with authors who deal with the topic, such as Cunha (1989), Motta (2014) and Fávero (1991). The approach was through documentary analysis. During the work, the specific strategy of the Federal University of Uberlândia is highlighted, which, due to its differentiation, is taken as a model when it is federalized, at the same time that it contains elements pertinent to all the federalization processes that occurred after the dictatorship implemented with a military coup in 1964.

Keywords: Universities. Dictatorship. Federalization. Federal University of Uberlândia.

Chronicle as a dialogical-mediational device in professional training and intervention-research processes

Gleicimar Gonçalves Cunha, Maria Cláudia Santos Lopes de Oliveira — Mon, 04 Nov 2024 00:00:00 -0300

This article aims to present a theoretical-methodological reflection, inspired by Cultural Psychology, on the use of the chronicle as a mediation tool in professional training and intervention-research. As an illustration, excerpts from transcriptions of audio-recorded material and chronicles, produced in an intervention-research with socio-educational agents at a Youth Detention Center in the Federal District, are included. Five functions of the chronicles were noted: recovering group memory; raising questions for revising and expanding subjective resources; adding theoretical knowledge and analytical skills; valuing divergent viewpoints; and clarifying implicit aspects of communication.

Keywords: Narratives. Professional Qualification. Mediation. Device. Positioning.

Stereotypes about teaching in humorous content

Lucenir da Silva Frazão, Luciana Passos Sá — Mon, 09 Dec 2024 00:00:00 -0300

The article discusses the construction and maintenance of stereotypes about teaching in humorous content portrayed in the media, focusing on the video "Types of Teachers" by comedian Diogo Almeida, available on the YouTube platform. The analysis used a methodology known as Screen Ethnography, which involves the observation and interpretation of audiovisual content to understand cultural and social phenomena. The study highlights how certain stereotypes carry markers of coloniality, perpetuating social and gender inequalities. The findings point to the predominance of negative representations of teaching work, which contribute to the devaluation of the profession and reinforce notions of inequality and power relations that are deeply ingrained in popular imagination.

Keywords: Stereotypes. Humor. Teaching. Coloniality.

The physical education teacher as an intellectual:

Fernanda Yully dos Santos Monteiro, Renan Santos Furtado — Wed, 11 Dec 2024 00:00:00 -0300

The study discusses the physical education teacher as an intellectual in school education based on the theoretical contributions of Antonio Gramsci. It thus makes use of a set of positions by authors, such as Bracht, referring to physical education as a curricular component; and Gramsci’s concept of intellectual. As a synthesis, it is pointed out that the physical education teacher as an intellectual is linked to three dimensions, that is: political, epistemological, and pedagogical. In addition, it is considered that an intellectual in the Gramscian perspective reflects critically on reality and represents the collective and the organization in an organic way, which gives them legitimacy within a certain function or profession in society.

Keywords: Physical education. Intellectual teacher. Legitimacy of school physical education.

Popular Education in the center of Porto Alegre:

Fernanda dos Santos Paulo — Mon, 16 Dec 2024 00:00:00 -0300

The article addresses the identification and analysis of spaces for Popular Education in the center of Porto Alegre, aiming to map institutions and locations that adopt these practices, towards a fairer and more educative city. The methodology involves a working group for data collection via social networks and material review, focusing on the explicit adoption of Popular Education. The discussion addresses the interaction between public spaces and institutions in promoting social justice and inclusion. The results highlight the intersection between public spaces, academic institutions, popular movements, and civil society organizations, strengthening the narrative of an educational and critical city, contributing to the history of education in the city.

Keywords: Popular Education. Critical Mapping. Urban Territories. Porto Alegre. Social Movements.

The use of diaries in education research in Brazil

Sandy Lima Costa, Isabel Maria Sabino de Farias — Tue, 17 Dec 2024 00:00:00 -0300

We aim to discuss the use of diaries as an investigative device, with an emphasis on the procedures for analyzing the narratives of these textual genres. We carried out a theoretical review of Brazilian scientific articles, without a time frame, through mapping on the CAPES Periodicals Portal from October to December 2023, to identify theoretical-methodological basis on how to carry out the diary analysis process. The national surveys mapped dates from 2002 to 2018 and are all published in A1 Qualis journals. The examination reveals timid use of diaries as an investigative tool; Those that adopt it do not explain the theoretical framework used in the discussion about them nor the procedures for analyzing the narratives. There is a need for a more specific basis and greater clarity in the use and analysis of diaries in Brazilian scientific research in Education.

Keywords: Daily. Investigative device. Education research. Narratives. Teacher’s education.

A inserção curricular da extensão:

Thaís Branquinho Oliveira Fragelli, Isabella Araújo Alves de Lima — Tue, 11 Jun 2024 00:00:00 -0300

This study aims to report an experience of curricular insertion of extension in the Public Health course at a public university in the center-west of Brazil, using the Eight methodology for didactic-pedagogical organization. The methodology was adapted to the context of three distinct disciplines. It was noticed that there was student protagonism, the subjects became very dynamic, there were significant deliveries to partner institutions and the production of scientific articles by undergraduate students. It was reflected that the Eight methodology demands a lot from the teacher, both in planning and monitoring activities, however, it proved to be a strategy with the potential to facilitate the curricular insertion of the extension.

O intolerável sobre os corpos nos espaços de desenvolvimento infantil

Daniele Migon; Rosa Malena de Araújo Carvalho — Thu, 11 Apr 2024 00:00:00 -0300