Educação

12

Authors: Altair Alberto Fávero; Diego Bechi

The scope of the present essay is to analyze the deweyan concept of experience in the formation process of a democratic society. Therefore we started showing that the educational philosophy developed by John Dewey (1859-1952) settled in a theory of experience structured around purposes, epistemological fundaments and potencial methods to provide the improvement of reasoning skills and critic spirit of students. In our interpretation, such elements are essentials to build a democratic education, because to Dewey, the democracy is not limited in a government regime, but it’s a shared way of life and the society becomes democratic when different social groups are able to exchange experiences with each other in a free and plural mode.

16

Authors: Rafaella Lira de Vasconcelos; Catia Piccolo Viero Devechi

The article seeks to understand and reflect, through a hermeneutic approach, the performance of the art-educator of High School in the face of the conditions of the society managed, based on the perceptions of the art teachers of the public schools of the Federal District. For this purpose a questionnaire was applied to identify the challenges of these professionals in their teaching practices, such as the few hours-classes for art classes, the incompatibility between the specific training of the art-educator in the undergraduate and his multipurpose exercise in classroom and the non-recognition of art-education work vis-à-vis peers and society. The data are discussed from the aesthetic theory of Adorno (2008) that points out the critical potentiality of art and its social commitment in contemporaneity. We believe that, from an aesthetic perspective, art in High School could be seen as a space of formation for the human spirit, in which the critical sensibility was not against science, but glimpsed as belonging to the integrality of the individual and as a form of resistance of sociocultural massification.

16

Authors: Juarez José Tuchinski dos Anjos; Etienne Baldez Louzada Barbosa

Dialoging with the historiographic research field on Resentment in History, this work on history of education turns the look towards primary public education in the Province of Paraná, in southern Brazil, in the second half of the nineteenth century, years of 1853-1889. The purpose of this article is to identify some of the resentments that permeated the relationships of those involved with the primary public education in the province of Paraná - provincial presidents, teachers, students, inspectors - and the place that this feeling occupied in life and in educational action of these subjects. The sources questioned are mainly correspondences and offices exchanged between participants in the education of Paraná, and the memorialistic record of Albino José da Silva about the primary school in which he studied. Initially, it is identified the presence of resentment due to the actions and limitations of adults responsible for the organization and implementation of public instruction in the province of Paraná. Then, a similar operation is carried out, but from the personal experiences of the memoirist Albino Silva. In addition to identifying the resentment that the hardness of his childhood awakened in him, it is aimed to observe the reactions that he has produced in his adult life to that feeling.

18

Authors: Nayara Silva de Carie; Pablo Luiz de Oliveira Lima

From a problematization of the representations about the indigenous peoples present in didactic collections used in the teaching of History, this article has the objective to analyze the social place of knowledge production on the history of the Indians. It questions the hegemony of narratives on indigenous history, of colonial character and constructed from non-indigenous versions, present in the didactic books of History. Alongside this, the most up-to-date bibliographical researches and productions are sought, which seek to understand the colonial process through indigenous versions, not only from the field of History, but also from the fields of Archeology, Ethnology and literature of indigenous authorship. The research methodology consisted in the survey and critical analysis of recent academic studies in the fields of History and indigenous education, as well as of the narratives that approach indigenous histories present in the didactic collections of the second segment of Elementary Education approved by the National Program of Didactic Books of the year 2017 (PNLD / 2017). Through criticism of a colonialist history of indigenous peoples, ways of overcoming them are pointed out, using researches and narratives constructed from the perspectives of the Indians themselves. In this way, it is intended to contribute to the training of History, Pedagogy, Field Education and Indigenous Education.

20

Authors: Eucidio Pimenta Arruda

This article aims to problematize the development of public distance education (DE) through the Open University of Brazil system (OUB), to discuss how teacher training becomes the most offered option in the Brazilian DE, both private and public. It seeks to critically analyze the paths taken by the public DE, pointing out its challenges, limits and possibilities. It also indicates possible ways in which the public DE can no longer be recognized as part of government programs and can be constructed as a State policy, in a perspective of inseparability between teaching, research and extension, typical of a university education. We also sought to discuss the situation of the professional field of teaching, as well as discuss the lack of need to train more professionals through specific programs, without policies to strengthen the professional category. Finally, we discuss how the maintenance of the Open University of Brazil (OUB) is responsible for weakening and hindering the development and consolidation of DE as a regular modality from the academic and financial point of view in the federal public institutions of higher education.

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Authors: Franck Waille; Gilberto Icle

This text aims to show, from a practical study developed in a K-12 Education school in Brazil, how the individual experience of proprioception can be assumed as a collective experience. The paper describes an experiment based on exercises from the corporeal pedagogy of François Delsarte (1811-1871), establishing relations with Somatic Education. The answers provided by female and male students who filled out the study questionnaires are analyzed, transcribing their perceptions, remarkably those referring to breathing and weight sensation. Lastly, it is presented a reflection on the meanings that could be gathered from the notion of collective (and in common) based on the experience of proprioception in the school pedagogic work.

32

Authors: Edna Lampert Klein; Dilmeire Sant'Anna Ramos Vosgerau

Practicing collaborative learning in higher education aims to build knowledge in a shared environment among students. In this practice, learning is a process shared by and between students and mediated by the teacher. During this process, the teacher also fosters group interaction, collaboration and development. This study aims to describe the benefits and challenges of using collaborative learning practices in higher education, based on articles published in SciELO. In this systematic review, we found 147 articles that address the practice of collaborative learning, however only 46 met the following criteria: publication between 2000 and 2016, empirical research, and higher education. The mapped research defines collaborative learning as a collective, interactive and shared work that enables the construction of knowledge collaboratively. All the articles dealing with this approach present this practice as beneficial to the student under different aspects, including: developing autonomy, learning through interaction, and developing responsibility for their own learning. One of the challenges we identified is to dissociate the practice of collaborative learning from the use of technologies, since collaborative learning does not depend on them, and, consequently, training the teachers for this dissociation. We concluded that this practice enables the construction of learning and knowledge in a shared way among students. Nevertheless, teacher’s understanding of the concept of collaborative learning and its acceptance by students remain great challenges for collaborative learning to be applicable in both face-to-face and hybrid learning, not necessarily associated with the use of technology.

14

Authors: Karen Cristina Jensen Ruppel da Silva; Aldimara Catarina Boutin

The present article proposes to establish reflections on the proposal of integral education expressed in the current High School Reform, instituted through Law nº 13.415 / 2017, and in this way to bring arguments to instigate the theoretical debate about the subject. The objectives that guide the work are: a) To investigate the proposals for integral education that guide the proposal of the New High School; b) Analyze the context in which the reform of the New High School, the concepts of integral education and some points of greater controversy between defenders and critics of the new law arose. The analyzes have as theoretical and methodological support historical and dialectical materialism and are based on bibliographic and documentary research. For the collection of data were used decrees, laws, books and articles dealing with the object under analysis. The theoretical dialogue was based on the contribution of authors such as: Tonet (2013); Mészaros (2014); Marx and Engels (2006); Ferreira JR and Bittar (2008), among others that offer contributions to the understanding of the educational policy analyzed. The results of the research made explicit the limits that govern the current reform of the High School proposed by means of Law nº 13.415 / 2017. It was possible to perceive that the reform that integrates integral education in the so-called New High School has as commitment a more technical and less propaedeutic formation, serving in this way the game of interests that governs the society of capital, since it contributes to the formation of the man productive, of the mass man, distancing himself from the concept of omnilaterality that presupposes an effectively integral formation.

16

Authors: Isauro Beltran Núñes; Betania Leite Ramalho

This study aims to present the errors and associated learning difficulties, detected in the answers of future primary teachers in items in General Didactics knowledge in a public test. Methodology used was the performance and error analysis (NÚÑEZ AND RAMALHO, 2012), associating possible learning difficulties that may explain the occurrence of these errors. Empirical data were provided by the UFRN Comissão Permanente de Concursos da UFRN (Comperve/UFRN). Results have shown a poor performance in the test questions and revealed errors and difficulties related to the object of Critical Didactics and fundamentals of teaching based on the ideas of the Cultural Historical School of L.S. Vigotsky, to the organization of contents and the formation of attitudes, among others. These results can be a reference for thinking about the initial formation of teachers in relation to the professional knowledge of General Didactics as an essential dimension of future teaching activity in schools.

18

Authors: Lucídio Bianchetti; Lara Carlette Thiengo

This article analyzes the transformation of European universities considering the implementation of the Bologna Process (PB 1.0) and its antecedents, including the Magna Charta Universitatum and the Sorbonne Declaration, and its continuation through Bologna Process 2.0, particularly through the Horizon 2020 program. We also investigate the diffusion of this process and model in a movement known as the “Globalization of the Bologna Process”. These initiatives are reactions of European leaders who want to restore Europe’s hegemony in the leadership and attraction that its universities had, as well as a loss of command in economic, political and cultural terms, particularly in relation to innovation in science and technology. The methodology involved a document analysis, in an effort to consider the entire historic process, from the perspective that the comprehension of the facts, events, episodes and phenomenon can only be attained in their constitutive process. The analysis indicated that the different phases of the Bologna Process represent different and complementary movements of a single process. Initiatives are evident at universities that are aimed at integration, homogenization and differentiation on a regional level, but which have gradually been globalizing. The radicalization of the Bologna Process has signified the subsumption of universities to the designations of the market, questioning the concept of universitas, while clearly causing harm, particularly for education.

18

Authors: Victor Henrique Souza Cunha; Raphael Nunes Teixeira; Janine Coelho Correa; Kester Carrara

Statutes and regiments are normative texts typically used by public universities to set rules on the functioning of the academic system in various areas. This research intended to identify, describe and analyze rules related to undergraduate teaching in the Statutes and the Regiment of the São Paulo State University, aiming to study the effectiveness, descriptive quality and the function of the norms. This analysis is based on the theoretical approach of Behavior analysis, using the Three-Term Contingency as unit of analysis. From the selection of terms (antecedents, responses and consequences) among the norms related to the main subject, 15 contingencies were identified and analyzed, 8 of them incomplete and 7 complete. These were grouped into ceremonial, technological, positive, and negative. We also identified themes to which the contingencies refers to, and the distribution of complete and incomplete contingencies among then: Principles and guidelines; student duties; higher education entry; administrative bodies; curriculum and calendar; collegiate bodies. The results shows how educational (behavioral) rules identified, which composes the educational planning of the studied university, applied to the educational dimension, could be more clear, effective and more democratic in their prescriptions. Results also show that the method used is feasible for describing and analyzing prescriptions, indicating changes that are useful for the designing students’ educational processes and the organization of the academic context in several areas.

18

Authors: Francisco Thiago Silva; Lívia Freitas Fonseca Borges

This article results from academic research that investigated the curricular area of history teaching in private higher education institutions in the course of degree in pedagogy. Taking as premise the idea that analyze the proposed object from the thesis-that the teaching of History should be relevant in the curricula of teacher training-directs these writings to the reflective analysis under the methodological-theoretical lens of historical materialism dialectic - MHD. Assumes a posture of conceiving him as doctrine, recognized their limits, but admits that it's still the trend that better approaches the anxieties caused by the critical theory of curriculum. The aim of the text is to present epistemological and methodological elements-through critical review of literature-which guarantee a refined use of Marx's method, with the due proportions, applied to the field of curriculum, especially in the wake of critical theories. The theoretical object proposed here is only to illustrate how the theoretical categories of Marxian and Marxist dialectic, as contradiction, totality and social practice can be applied to studies of this nature.

22

Authors: Paola do Carmo Richter; Dienifer Mattos Ghedin; Angela Helena Marin

The general objective of the present study was to investigate the relation between the parental bond and the school failure history of adolescents and their parents. The specific objectives were to identify the cognitive profile and compare the type of parental relationship established between adolescents with and without school reprovation. For that, a correlational and comparative design, of quantitative and transversal character, was used. The participants were 140 adolescents from public schools in São Leopoldo/RS, who answered the Sociodemographic Data Questionnaire, Raven Progressive Matrices Test and Parental Bonding Instrument. The results indicated that the mother's and father's number of failures was positively associated with the child reproaches number, as well as the factor care of the mother and father to the child's intellectual potential. Still, the father's care factor related negatively and overprotection factor positively with the child reproaches number. It was also found that adolescents with no history of school failure perceive their parents as more emotionally available, attentive and interested in them. These results highlight the importance of encouraging the participation of parents in the children’s teaching-learning process.

12

Authors: Walter Omar Kohan

The present article deals with the relations between music, philosophy, education and friendship. It starts with a reading of the Italian musician Ezio Bosso and its main interlocutors are authors like F. Ferraro, J. Masschelein & M. Simons, J. L. Nancy, M. Santi, G. Deleuze, C. Lenkensdorf and the zapatistas. Some of the main issues that this article discusses are: the role of listening, in music and philosophy; the contributions of music to consider the meaning of education; the role of search and encounter in life and education; the place of the other, in music, philosophy and education; the sense of friendship as an impersonal form in thought; the text recovers some of Paulo Freire's words about the value of the collective in institutional life and, finally, also pays homage to Fulvio Manara, a recently deceased Italian author, significant in the field of philosophical community of inquiry and education for peace.

12

Authors: Danilo Arnaldo Briskievicz

We investigated the ontology of look proposed by Jean-Paul Sartre in his book Being and Nothingness: An Essay on Phenomenological Ontology, published in 1943, in order to problematize intersubjective relations in particular school formation, and education in general. Approaching the Sartrian text, we demonstrate how the way of looking and being looked at is structuring of the Self and its dimension of Being-to-other. From the controversial figure of the school-medusa, referring to the ancient Greek myth of Medusa that petrified who looked directly at it, we established a dialogue between Sartre's ontology and pedagogy. From the rigorous analysis of the category of being-to-other (être-Pour-autrui) we highlight the possible relations between students and teachers in the school environment in which the intersubjective relationship occurs, or put another way, the pedagogical relationship interchangeable.The methodology used is a bibliographical search of some Sartrian texts and some of their commentators. The desired result is a collaboration around the ontology of the look within the discussions proposed by the Philosophy of Education.

16

Authors: Maria Dolores Molina Galvañ

This article is a narrative composition about life that takes place in a primary classroom. The composition of the story has sought to develop the sense of school as a possibility of encounter and relationship. Thinking school as a place to be and as an experience of relationship with otherness. The story is the result of accompanying this teacher in her daily work at school during two school years. A process of accompanying and narrating that has helped us recognize and name educational qualities, subjective dispositions and knowledge that hold and give meaning to her pedagogical practice. This work is part of the development of two research projects whose study focus is to investigate the experience knowledge with which pre-school and primary education teachers support their educational practices, in order to explore its formative value and its potential implications for teacher education. Our purpose is not to make an inventory of good practices but to learn from and with teachers to try to vivify the pedagogical knowledge. To transform our practices in the teacher education.

16

Authors: Ricardo Inocêncio Pereira; Marcia Regina Selpa Heinzle

This article presents results of a research on the relation between theory and practice in a German Language degree course, with the objective of analysing this relation in the formation journey, based on the understandings of the academic students. Considering the Policy Cycle (BALL, 1994) and focusing on the context of practice, the text brings the emerging understandings of the discursive textual analysis (MORAES, 2003; MORAES; GALIAZZI, 2006) from a questionnaire applied to course students. From the analysis of the corpus emerge advances in the relation between theory and practice, indicating their combination in the course, as well as evidences of a dichotomous relation that persists. The understandings of the academic students prove the importance of combining theory and practice in the professional formation of teachers, which has long been defended in theoretical discourses already incorporated by the official guidelines.

18

Authors: Solange Helena Ximenes-Rocha; Dario Fiorentini

This paper reports on a study that aimed at describing and comprehending the transformation process of a local academic community inside the Amazon – named Formazon – into a collaborative learning community which includes school teachers, professors, and future educators from different areas of knowledge. The data was collected in an 18-month period from records and audio transcripts of meetings and from interviews. The narrative research was used to analyze the data, understanding it just as Clandinin and Connely (2000) did, as a way to bring meaning to the lived experience and also to investigate it. Its analysis aimed at answering the following questions: How has the Formazon community been learning and transforming itself? How has it been shaping itself into a collaborative community? What are the evidences of this transformation? Results indicate that, in relation to Formazon, collaborative interaction regarding both the participants’ school practices as well as the researching of these practices and of the politics permeating them, has outlined a new form of continuous education in the group, based on reflecting on and investigating school practices. Constituting a community that studies, questions, and researches school practices, Formazon has empowered the professional development process of its participants by increasing emancipation and professional autonomy.

20

Authors: Karla Leandro Rascke; Paulino de Jesus Francisco Cardoso; Graziela dos Santos Lima; Ana Julia Pacheco

The proposed work aims to discuss and evaluate the course of teacher training (as) conducted by the Center for Afro-Brazilian States State University of Santa Catarina (NEAB-UDESC) from the Federal Government UNIAFRO -IV Program (Brazil) facing the discussion of ethnic and race relations, history of Africa and the African Diaspora. We aim to perform an analysis about the course, its objectives and methodology as well as discuss the results achieved with the discussions proposed in dabate forums of each module and the final 0 activities. We conclude that the training has successful outcome, reaching large numbers of teachers from all areas of knowledge in various regions of the state of Santa Catarina, expanding the approach of possibilities about material on education of ethnic-racial relations, history Africa and the African Diaspora in Brazil in particular.

14

Authors: Isabelle Pedreira Déjardin

The aim of this paper is to analyze citizenship in formal education process of students of a public elementary school in Cabula’s neighborhood, in Salvador the capital of Bahia State. The research field occurred between September and December 2014. Interviews were applied to four teachers from the morning shifty classes of Citizenship, Environment, Science, and Technology Main Themes. The questionnaires were applied to forty students selected from the respective classes, ten per class. The results pointed social-environmental challenges and possibilities from the interdisciplinarity of the proposed theme.

14

Authors: Maria Luzia da Silva Santana

This article aims to describe the pedagogical integration of brasiguaios students, coming from Pedro Juan Caballero-PY in schools in Ponta Pora-BR. To meet this, we performed a literature on the Bilingual Schools Program Frontier - PEBF and pedagogical prac-cas held in Pora-BR Tip with brasiguaios stu-dents, coming from Pedro Juan Caballero-PY. The exclusion and violence pervade education in the border region, including Ponta Pora schools who need a sensitive look seen in inclusive classroom. Obser-va is prejudice in the school context, both by professionals as of brasi-shipyards students di-rected to brasiguaios, so schools are challenged to include it, for it is necessary to reframe the rela-tionship between student and teacher and student and student.

14

Authors: Cláudia Machado; Wolney Honório Filho

This article addresses the results of the research carried out in the post-doctoral stage, entitled "Life Stories and Biography: Memorials of Students of the Pedagogy Course of UFG / Regional Catalão - 2015", developed in the Postgraduate Program in Education of the University Federal de Goiás - Regional Catalão, linked to the Research Line "History and Educational Cultures". The research proposal was to analyze the meaning of the formative marks that professionals of the education in formation produce when they are submitted to the writing of memorials. As research questions investigated the relationship between memory and teacher training and what the movement in the personal development of identity construction. We use as theoretical-methodological reference the (Auto) Biographical Searches. The methodology developed was the reading of 35 training memorials to analyze the reports of the students during the year 2015. We conclude that the writing of the memorials enabled, among other aspects, a discovery of how the experiences of their academic and relationships with people can determine who we are as education professionals.

16

Authors: Walfredo González Hernández

The learning who’s develop a personality of students, as learning conception, is one of the most faithful continuers of historical and cultural conceptions of human psyche. The most accepted proposal of this type of learning was conceived for a one context and one educational level different to the university context. In this paper is revealing these contradictions on the conceptions of the learning who´s develop the personality of students and was proposed theorist conceptions of this type of learning to higher education.

20

Authors: Gustavo Bruno de Paula; Maria Alice de Lima Gomes Nogueira

These article shows the results of a research, whose problem is in the intersection of classical problems of sociology of education and urban sociology. Aiming to understand if and how socio-spatial inequalities impact on schooling inequalities, we analyzed the way certain social and urban characteristics of a territory structure the strategies and families’ school choices. In order to do so, we examined two sub-regions in the Barreiro area, situated in Belo Horizonte, that present socioeconomic and urban contrasts. Starting from the notion of geography of opportunities, we compared the strategies used and school choices made by families that lived in these two areas, aiming to identify how the socio-economic characteristics of the environment constrained or favored their schooling preferences. The results indicated an effect of the unequal distribution of school opportunities on the parental choices, derived from the quantitative and qualitative characteristics of local school offer.