Educação

12

Authors: Angélica Neuscharank; Marilda Oliveira de Oliveira

The writing of this article consists of a study on Gilles Deleuze’s philosophical thinking about the concept of sign and what it triggers to think in relation to the notion of learning in the context of Education. Many of the theoretical connections proposedwere based on studies of the book Proust e os signos (Proust and Signs) (DELEUZE, 2010), and on the literature Em busca do tempo perdido (In Search of Lost Time) (PROUST, 2006a; 2006b; 2013). Equally relevant were the teaching experiences that have occurred along with the research and allowed me to think teaching through the signs produced in the Proustian literature and the possibility found in the cartography method. This is a research in Education that was processually produced in the encounters and situations along the way, and it allowed me to think what learning while finding oneself with the signs would be.

14

Authors: Anderson Patrick Rodrigues; Wilma de Nazaré Baia Coelho

This research aims to analyze what Theses and Dissertations say about adolescents sociabilities in the Basic School, defended in Brazilian Postgraduate Programs between 2004 and 2013; For the treatment of the information, we used the content analysis of Bardin (2011) and as a methodological contribution we used Bourdieu (1989, 1996, 2003 and 2014) and Coelho (2015; 2016A, 2016B). The results show that the study on teenage sociabilities in this period presents violence as the main influencing agent of sociabilities among school adolescents, besides indicating the school as a place of sociability, soon to be rearranged in the relations of power present in the same, which ratifies The importance on the study of adolescent sociabilities in the Basic School.

14

Authors: Letícia Baldasso Moraes; Alcyane Marinho

This paper aimed to investigate the case of a Brizoleta localizated at an Education Institution and its possible overturning as cultural heritage Rio Grande; display the current status of active Brizoletas results from the project "No child without school in Rio Grande do Sul", developed by Brizola in the 1960s, and also reflect on possibilities taking into account the current situation of education. Faculty members of the Institute were interviewed by a script of questions about Brizoleta. The article raises thoughts about a time in which education was a priority of the State and as such thought can contribute, currently, at which the quality of literacy does not achieve satisfactory results yet.

14

Authors: Michely Souza; Samilo Takara. Teresa Teruya

Masculinities and other gender identities are linked to meanings that are consumable, transgressors and pervade the relations of subjects with cultural artifacts and the possibilities of being, thinking and acting that stem from this relationship. From this, we suggest an interpretation of gender assignments offered by the character Ken the narratives of the Barbie doll. Our aim is to present and discuss positions, practices and analyzes of suggested masculinities. Analyze masculinities offered in this representation as indicative of a male-female ratio. which shows a relationship between the suggested elements relate to the Barbie doll with these femininities indicative of masculinities. For this feat, our methodological approach was grounded in studies about addressing modes that the subject producers offer for / the receivers / the parts, products and media services. That masculinities suggested by this character do not match the idea of masculinity and virility aggressiveness, rudeness or strength, but denotes elements such as beauty care and charisma, which are part of the hegemonic representations of masculinity.

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Authors: Alberto Galaz; Claudia Contreras; Paola Acosta

In Chile, the policy for professional development seeks to confer a new basis, strategies and tools to the performance of schools and the teachers’ labor. It is related to new concepts and meanings to be applied in different contexts, full of tradition, which not necessarily are the same or open, and if not consider could generate some obstacles for the desire change and which may also interfere with the goal of having real development opportunities. In particular, the development of rural schools and teachers requires ambitious strategies considering the urban-rural opposition and responding appropriately to the difficult dynamics of territory, multiculturalism and linguistics. Through a critical-descriptive analysis this paper reviews the elements shaping the development of a rural school teacher and evaluates the consequences of the application of Professional Communities for Learning from the policy for professional teachers’ development.

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Authors: Márcia Miranda Silveira Bello; Vera Lúcia Messias Fialho Capellini; Job Antonio Garcia Ribeiro

Recently, respecting differences and promoting inclusion are frequent topics in a wide range of research, including education. In this context, the term inclusion has assumed multiple approaches giving rise to different educational practices by those who intend to concretize it. The objective of the present work was to analyze the understanding that state teachers of education of São Paulo have about this concept. The data were collected through narratives elaborated by the subjects during a continuing training course offered through the Programa Rede São Paulo de Formação Docente (REDEFOR). The main results point to the need to overcome a homogenizing view of education, which considers that only the students with disabilities are different from the others, and in which school inclusion would only be for this public.

20

Authors: Susane da Costa Waschinewski; Giani Rabelo

This is the most complete version of the Brazilian-American Assistance to Elementary Education program (PABAEE), in order to highlight the program and the educational discourses that have involved the same. The research has as temporal cut of the years of 1956 to 1964, period of validity of the agreement between Brazil and the United States. There is no government of Juscelino Kubitschek (1956 to 1961), when the country was taken over by the national developmentalist discourse, based on a policy that preached and stimulated economic growth. This policy sought to reshape various sectors and their functions, and education is yours. The film The School is now more than just presented PABAEE as a solution of the problems for Brazilian education, seeking to strengthen the role for the academy, as well as the labeling of processes of modernization and centrality of the teacher's work, but pointed to the need for a new school, raw materials, adequate school items, showing that the current school was late and unattractive. In addition, she blamed a primary teacher for low educational rates

20

Authors: Sandro Vinicius Sales Santos

The article analyzes the gender socialization experienced by five year old children within a school of early childhood education. Based on a theoretical framework that articulates gender studies and childhood studies we discuss the tensions and ambiguities in the different gender socialization processes experienced by boys and girls within a school of early childhood education located in Belo Horizonte, Brazil. The results were derived from data produced by an ethnographic study, which applied participant observation with the support of photographic records and fieldnotes. We carried out interviews with some of the children and adults from the school and family. Particularly, with the children, we guided an interview combined with drawing, which were also analyzed. We described and analyzed the ambiguities and controversies that govern this complex and multifaceted process of gender socialization in early childhood education are. In addition to the processes of gender socialization experienced by children in the interaction with their peers and the teachers of their school, we observed other socialization processes originated/rooted (in) from different institutions (such as the family and religious institutions) crossing throughout the gender socialization processes in the school.

12

Authors: Vilmar José Borges; Sônia Maria dos Santos

This article aims to socialize reflections on teacher training processes, taking as reference the narratives of teachers working in Basic Education on teaching methodologies developed in the daily classroom and considered positive. It portrays research based on oral history, developed by two university professors, through the need to overcome the uncritical view observed in the majority of "future teachers" related to the Supervised Internship. The trainees conducted oral interviews with teachers at different levels and areas of knowledge about teaching methodologies; exposing posters advertising the same; and also the realization of pedagogical workshops adapting the different methodologies to the contents of the school geography. The methodological experience was enriching both for the teachers and for the students involved.

12

Authors: Elisiane Spencer Quevedo Goethel; Priscila Carla Cardoso; Débora Cristina Fonseca

This article aims to discuss how respect and disrespect appear in school quotidian and are signified in the speeches and in the registers of educators. For that, data collected in the School Occurrence Books (LOE) were analyzed. This is a documentary research of qualitative analysis, where the technique of content analysis was used. The discussion had as theoretical contribution the historical-cultural theory. The study points out the need to understand how the construction of respect by those who work in the school environment takes place, as well as its important role in this process, while taking into account issues such as culture, authority and commitment to guarantee access of knowledge.

14

Authors: Geraldo Antônio da Rosa; Daniela Quadros da Silva

This study has as its central theme the popular education in the Latin American context. The objective is to contextualize the popular education in Latin America, demonstrating its possible interfaces with the social question in its constitutive dimensions: inequality and also resistance. To achieve this goal, was opted for the literature review, fitting to emphasize that the work is guided by the historical-critical theoretical perspective. Identifies in popular education, emerging in the context in focus, contributions to the awareness and human emancipation. It is expected that the considerations here brought to close the debate on the subject, can contribute to the establishment of new reflections able to discuss with our history's largest property and therefore better understand our present and think about the limits and possibilities for our future.

14

Authors: Flavia Angela Zanin; Cibele Krause Lemke

The present article aims to investigate how the theory multiculturalism is presented in the academic works available in the CAPES Portal and the possible relation of these works with the pedagogical practices. In the first part of the work a systematized bibliographical review was carried out, followed by a search with period criteria, considering the moment in which the discussions regarding the multiculturalism in Brazil surface. And, finally, the selected papers were analyzed, seeking support in several authors such as Hall (2003), MacLaren (2000), Silva (2000), among others. Although it is a theme already established in the academic universe, the analysis reveals, that this subject still deserves to be researched, especially in relation to the discussion of multiculturalism and its articulation with pedagogical practices, so that so that it contributes to provide researchers and teachers whit reflection processes that allow the construction of a more just and democratic education.

14

Authors: Adriana Vargas; Evelise Maria Labatut Portilho

Group learning is a process that involves cognitive functions mobilization and develops skills necessary throughout life. Problem-Based Learning (PBL), a proposal of group learning, emphasizes the cognitive development and may make the metacognition stronger. The objective was to answer the questions: 1) is PBL a methodology that involves metacognition development? 2) can we relate metacognition studies on group context to PBL? State of the art researches over the theme were realized, between 2010 – 2015, containing the terms metacognition and Problem-based Learning, in CAPES portal journals. Eight researches were selected because they describe empirical evidences of metacognition in PBL groups. PBL can be applied to studies group learning and metacognition, by mobilizing knowledge, awareness and self-control.

16

Authors: Lance W. Ozier

For over 100 years educational researchers have concerned themselves with a “summer learning gap” for students who experience academic losses during the summer months they are away from school. Simultaneously, American summer residential camps have provided landscapes of learning for generations of school children to improve skills and build competencies. Despite the current availability for camp experiences to fill the “summer learning gap” experienced by students during the summer vacation, contemporary education reform initiatives have largely not recognized the seemingly natural connection between camp and school. This article examines the significant historical linkages and theoretical underpinnings that relate the American camp movement and formal school settings, as well as contemporary possibilities for camps to serve as learning landscapes for 21st century learning outcomes that include relationship building, role modeling, collaboration, confidence, independence, and academic enhancement. Conclusions of the article indicate the significant role of camp experiences in the learning lives of children, and the need for policy makers to adopt reforms that include provisions for out-of-school time learning opportunities such as summer camp.

16

Authors: Hamilton Matos Cardoso Júnior; Priscilla Fabiane de Brito; Divina Aparecida Leonel Lunas; Thiago Weslei de Almeida Sousa

The Pedagogical Political Project (PPP) is an important tool, articulated the other, for the construction of quality education. Must include the community, students and staff of the school. This article presents the results of a survey conducted in a public school in the city of Anápolis – Goiás. Its goal is to highlight how the PPP was constructed and applied in school practice of the institution. To carry out this work has some methodological steps, among them: bibliographical research; development and implementation of research instruments and performing field work. This study concluded that the construction and implementation of PPP facing various difficulties, including: the deadlines set by the State for its preparation and the difficulty in awakening the interest of the school community for collective participation.

12

Authors: Emilio Lucio-Villegas

This paper tries to consider differences between the concepts and practices of the Lifelong Learning and Adult Education paying attention on the evolution of Education of the adults in Andalusia (south of Spain). From 1982 on, Andalusia has full autonomy for legislating in education. From this date it started the project to overcome the high rates of illiteracy developing a specific project in the field of adult education closely related to municipalities and communities in a model called: the territorial model. From 1990 onwards there was a radical change in the policy on adult education. The 90’ represented a change and marked a specific model of adult education, characterised by its distance from communities and more centred on curricula.

12

Authors: Jaime José Zitkoski

The paper examines, through bibliographical research, the challenges currently placed to the Popular Social Movements in Latin America that intend to organize new forms of social struggle. In the current context, one of the biggest challenges for the Latin American people is resist against the intense demobilization of social agenda imposed by hegemonic globalization. Conservative forces emerge more strongly, revealing the interests of financial institutions economic power, combining media and market, and imposing an international political agenda. But, no power is absolute, regardless how strong its structure may be. Thus, the objective of the article is to show that the current situation in Latin America is important for its political experiences, which present alternative of participatory democracy and, also in the production of life via alternative economies.

12

Authors: Fernanda Mota

The present article aims to investigate the issue of philosophical or pedagogical predominance in the teaching of the discipline of philosophy of education and to present some aspects of propositional variants of overcoming the aforementioned dilemma within the contemporary Brazilian philosophical-educational field. In order to contribute to further discussions on this topic as well as to seek new directions for the teaching of Philosophy of Education we are based in theoretical references that area such as: Albuquerque (1998; 2010), Tomazetti (2003; 2010), Valle; Kohan (2004), Tadeu e Kohan (2005), Gallo (2008), Pagni (2008; 2011; 2013), Deleuze; Guattari (2010), Deleuze (2010; 2011), among others. After exposing the historical dilemma between the philosophical domain and the pedagogical domain that permeates the teaching and research in the field of the philosophy of education in Brazil, we indicate some recent experiments, inspired by the writings of Gilles Deleuze and Michel Foucault, as an alternative to overcome this problem.

14

Authors: Renata Maria Moschen Nascente; Celso Luiz Aparecido Conti; Emília Freitas de Lima

The aim is to analyze the visions of a group of principals on external evaluation effects in school routines, which expressed the ways they incorporated such macro regulations, translating them into micro regulations that composed the organization of their schools. The text is based on a qualitative and exploratory investigation carried out with 65 public school principals at the state of São Paulo. The instrument was a questionnaire answered by the principals when participating in an on line specialization course offered by the Education Ministry, managed by a public university. The theoretical discussion of the data have evidenced that the micro regulations may have a resistance character, broadening school autonomy scope, or, on the contrary, a reactionary one, enhancing the external regulations logic.

14

Authors: Amanda Cristina Teagno Lopes Marques

This paper aims to propose a dialogue between the fields of sociology of childhood and early childhood education, pointing elements for the formulation of educational proposals for that level of education. Based on bibliographical and documentary research, are presented concepts of sociology of childhood from authors like Corsaro (1997, 2002), Jenks (2002), Qvortrup (1993, 1994), Sarmento (2003, 2005, 2007), and also reflections about a pedagogical proposal for Early Childhood Education. The sociology of childhood configured as a field of study that realizes childhood as a social category, and the child as a producer of culture. These concepts can contribute to the construction of projects and practices in early childhood education institutions that considers the specificities of childhood and the child as an agent.

14

Authors: Denize Sepulveda; José Antonio Sepulveda

This is a documentary analysis work that was based almost exclusively on primary sources, and had as theoretical reference the concept of Pierre Bourdieu's field. This study made use of legislation concerning the legality of religious education in Brazilian public schools. As time frame, this work meets the period 1930-2010. It is observed so that the compulsory presence of religious education in the curriculum of Brazilian public schools shows that state and church historically mutually reinforcing, thereby generating tensions and conflicts undermine the secular nature of the State and the autonomy of educational field. The study concludes recognizing that in the current context secularity in schools is a prerequisite for the realization of an emancipatory education that enables the implementation of democracy in these spaces.

16

Authors: Benedito Eugenio

The paper presents the results of an ethnographic study in a high school, which aimed to analyze how is the process of recontextualization of a curriculum policy . The data are discussed on the basis in some concepts proposed by sociologist Basil Bernstein and point out the contributions of this author for understanding the pedagogical practice within the classroom.

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Authors: Yésica Paola Montes; Nilce Vieira Campos Ferreira

The normal feminine schools in Colombia were created in the year of 1874 under the decree n ° 356. In the department of Bolivar, in the year of 1878, the first Normal School of Institutes of Bolivar was created. This article is part of an investigation that studies the training of teachers in the Normal School of Institutes of Bolivar in the period from 1903 to 1930. This analysis is based on the history of education, based on the vision of New History, which introduces new themes, objectives, paths, objects and subjects in historical research. We analyzed how the primary teachers were formed at the beginning of the 20th century. The training of teachers in the first three decades of the twentieth century was considered as the workspace for Colombian women.