Revista Educação em Questão

23

Authors: Wellington de Carvalho Pereira, Teresa Cristina Rego

The present article aims at analyzing possible approximate correspondences between the fundamental principles that support the methodology of the Pedagogy of Alternation, with the foundations of Lev Semionovich Vygotsky's Cultural-Historical Psychology, especially regarding the notion of experience (perejivanie) and of cultural signs as mediators of internalizations and formation of higher psychic functions. Such an endeavor is encouraged by the scarcity of work in this direction. Therefore, the argumentation is based on a bibliographical review that deals with the respective themes from a qualitative and reflexive analytical approach. With this purpose, we first contextualize the Pedagogy of Alternation and present some of the main foundations of Historical-Cultural Psychology. Then, some possible approaches are presented to conclude with the presentation of aspects of different libertarian educational theories, which also approach the two perspectives under analysis.

24

Authors: Hercília Maria Fernandes, Davi Cavalcante

In the state of Paraíba, from the 1920s onwards, the ideas of Escola Nova (New School) cir-culated. Among the measures of school renewal, the Primary Education Directorate created the “Revista do Ensino” [Teaching Magazine] (1932-1942). Based on the foregoing, the aim is to reflect the authorized knowledge focused on teacher formation and schooling of Paraíba’s childhood, in compliance with the philosophical-educational thought of Friedrich Froebel, John Dewey, Maria Montessori and Jean-Óvide Decroly, in order to understand the purpose of the political-pedagogical ideology of Escola Nova (New School) in Paraíba. Therefore, the the-oretical-methodological approach is associated with the notions of school form and mode of socialization (VINCENT; LAHIRE; THIN, 2001). As documentary sources, the work includes an examination of the conferences that constitute the Pedagogical Weeks and other school writings published by the “Revista do Ensino” (Teaching Magazine). Having done these procedures, we conclude that the Escola Nova (New School) ideology in Paraíba aimed at the edification of a new educator for a new education, and, especially, of a new man for a new society.DOI |10.21680/1981-1802.2022v60n63ID27343

24

Authors: Renata Bernardo, Adair Mendes Nacarato

This article is about the results of a postdoctoral research on Education, which seeks to identify the challenges of the teaching initiation of college students who enter the degree course in Pedagogy and, in the first semesters of formation, are hired by the municipal education systems to monitor children with disabilities. The production of data for the research was based on the writing of formation memoranda of three undergraduate students of the Pedagogy degree course from the perspective of writing of self as a possibility of reflection on the formation and on the initiation of teaching, as well as from narrative interviews given by them. The experiences in the paid internship provided experiences that brought countless contributions to the students’ formation regarding the impact with reality, the affection with the child with disability and its development, and the frustrations, the learning and the limits of being a teacher.

24

Authors: Allyson Carvalho Araújo, Natália Dória Oliveira

It aims to analyze the notion of language presented in the Brazilian National Common Curriculum Base for High School (BNCC-EM) and its implications on Physical Education (PE). With an explo-ratory-documentary methodology and a qualitative approach, the study explores BNCC-EM using the IRAMUTEQ software by analyzing the Descending Hierarchical Classification (DHC) and the similitude of the term “language”. From a lexical analysis, five categories are formed: Institutional system, Expressions and Diversity, Youth, Language Elements, and Language Codes. Data indi-cate that the BNCC-EM concerns a semiotic approach to language but does not conceptualize it and sometimes brings divergent elements. When looking at PE, we observe that the document focuses on the notion of body language. It concludes with the perception of a conceptual fragility of language in educational policy, and the fragmentation of its expressions to the detriment of a multiliteracy perspective.