Educação

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.