Educação

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.