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.

24

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.