Revista Ibero-Americana da Estudos em Educação

12

Authors: Daniella Caroline Rodrigues Ribeiro Ferreira, Adriana Regina de Jesus Santos

The main objective of this study is to study non - formal education and its objective to reflect on the importance of non - formal education and its relationship with social pedagogy, in order to identify its implications for the formation of the citizen subject. The methodology used was based on bibliographical and field research. As far as bibliographic research was concerned, authors such as: Coutinho (2009); Freire (2007) Ferreira (2010), Fernandes; Garcia (2006), Libâneo (2007) among others. In relation to field research, an observation was made regarding the non-formal space called Cultural Village, located in the city of Londrina. It was possible to verify at the end of this research the need to understand the importance of non-formal education and social pedagogy in the formation of the subject, since this modality of teaching has as a presupposition emancipation, autonomy and criticality, principles that tend to to form a citizen who can carry out a world reading based on the social, political, economic, cultural and educational context in which he / she is inserted.

14

Authors: Dulce Márcia Cruz

This research aimed to identify how the media profile of the teacher using digital media and the Moodle environment in a university in the south of the country can be altered from the offer of continuing education subjects. The theoretical reference was based on reflexive teacher training and studies on literacies. The qualitative research raised initial and final data of the media profile of the courses taught to 218 beginning teachers in two courses, with interval of three years, and identified the factors that are considered by the teachers to adopt or refuse the media and Moodle in their didactic practices. The media profile that appeared in the survey is that of professionals who are open to innovation, with confidence and willingness, and who have incorporated new ways of teaching with the media from the courses. However, they lack institutional support that considers the extra work that implies the inclusion of appropriate and challenging media and conditions to expand their literacy in meaningful pedagogical practices.

15

Authors: Luana Monteiro, Ivan Fortunato

Thinking about quality in educational processes directly implies teacher training, initial and continuing. In the present work, we propose a look under a clipping of theses and dissertations on teacher knowledge and continuing education with the objective of identifying and systematizing the contributions presented by the authors, methodological paths, evidenced theoretical frameworks, scenarios and subjects involved, their problematizations, as well as promoting institutions and programs. Therefore, under a qualitative approach, we performed a State of Knowledge, involving 12 productions. In the end, we made considerations about their contributions to the field of teacher training research.

16

Authors: Patrícia Medina, Maria Leda Melo Lustosa Pereira, José Eudacy Feijo de Paiva

It is a systematic review of the literature, in order to check how the ideas of interdisciplinarity formulated by the Portuguese epistemology Olga Pombo been presented in doctoral theses published in the catalog of theses and dissertations the Coordination of Improvement of Higher Level Personnel (CAPES), during the period from 2015 to 2017, The corpus was formed 28 theses, being eleven in eight Education in information science and the other in the areas of health, development and the environment. In this study it was found that the interdisciplinarity portrayed corroborates the concept advocated by the author in relation to “manifestation of epistemological transformation underway".

17

Authors: Francisco Thiago Silva

This article aims to reflect on the field teaching by alumni of higher education in the private sphere. Taking the documentary analysis as methodological mat, this exploratory research has qualitative and analyses bibliographic character classic texts and contemporary dealing with aspects of teaching in higher education, in addition to a brief State of knowledge despite the that has been said about the object of this academic article, which is structured around the following items: the curriculum in university teaching of private institutions, the Bachelor's degree acting as teacher, challenges of pedagogical practice in University and propositions curricula: pedagogical training for Bachelors. We conclude that the specificity and centrality of teaching in career of teachers of institutions of higher education and, at the same time problematized the intricacies, the limitations and possibilities that are present in the private sphere. Space that can't and shouldn't be just for research and application of external theories he first must have autonomy and build elements that make possible the full development of their demands, passing by all means, the practice of continuing education from their teachers, Regardless, if graduates or alumni have the collective responsibility to make the University fulfill your role: produce knowledge.

17

Authors: Antonio Filipe Maciel Szezecinski, Vera Lucia Felicetti, Maria Luisa Spicer Escalante

This article is a result of a teaching experience done in a state school of Porto Alegre. The objective of this experience was analyzing the possibility of an English teaching practice, based on the storytelling applied in the storytelling time that is linked to the school’s library. For this purpose, it was selected as a story to be told and worked in an elementary school’s 5th-grade classroom, the novel Harry Potter and the Sorcerer’s Stone, by J.K. Rowling, due to the richness of vocabulary and by the imaginary teased on its reader with its text. From this experience provided by the Storytelling time applied into the English Language, it could be perceived the students’ engagement with the story, the words association present in the story with the ones found on their daily routine, what had provided a corrected learning of the pronunciation of keywords which had been studied.

19

Authors: Victor Julierme Santos da Conceição, Jessica Serafim Frasson, Elisandro Schultz Wittizorecki, Hugo Norberto Krug

The objective of this research was to understand which teaching experiences take center stage in the training process of the undergraduate students in Physical Education at the University of Extremo Sul Catarinense (UNESC). To do this, we interviewed five undergraduate students (four women and one man) attending the eighth phase of the undergraduate degree in Physical Education, who had already completed all the compulsory curricular internships and practices as curricular components offered by the course. We understand that becoming a teacher is a process full of actions and senses, driven by knowledge that mobilizes the pedagogical practice of students in initial formation, through critical reflections on their teaching.

20

Authors: Caique Fernando Fistarol, Adriana Fischer, Cyntia Bailer

Vernacular literacy practices in English have become a research topic based on the increasing use of digital technologies (DT) in formal and informal contexts of learning. Therefore, this article aims to analyze the vernacular practices adopted by Letras undergraduate students, as regards their English language literacy practices. To do so, the ethnographic perspective was adopted, with a qualitative approach, and the sample consisted of semi-structure interviews with three undergraduates from a university in the state of Santa Catarina, Brazil. The collected material was explored through content analysis techniques to create categories of analysis about the interviewees’ discourses. Eight categories of analysis were created to allow us to verify, from the interviewees' statements, that the use of DT is important for learning English, both in terms of daily use and pedagogical practices. Finally, the data revealed that vernacular practices re-signify the elaboration of planning, teaching action and, consequently, the praxis in learning English beyond the university formal curriculum.

23

Authors: Marcel de Almeida Freitas, Tiago Gonçalves de Azevedo, Adla Betsaida Martins Teixeira

The article discusses results of a research done from 2010 to 2015 on knowledge about disease dengue fever among students in three public schools of Sete Lagoas and two schools in Belo Horizonte through a comparative analysis based on sex. The study’s actors were students of elementary and secondary level and the data collected by a same survey ordered before and after a playful procedure, O Jogo da Dengue (the Dengue Game). The initiative was developed by Education Team of Instituto Nacional de Ciência e Tecnologia em Dengue, INCT-UFMG. Student’s knowledges are investigated in four themes about this disease: 1- domestic and community actions; 2- political and social actions and governmental actions; 3- biomedical aspects; 4- geographic and climatic aspects. In general female indicators were higher than males in three of four aspects evaluated, especially on elementary education. On secondary level the masculine percentages rise, however, still were under to the feminine ratios, except on geographic and climatic themes.

23

Authors: Sandra Pottmeier, Lais Donida, Aline Olin Goulart Darde, Ana Paula Santana

Research is still incipient regarding the theme of disabled employees/employees, both in the private network and in the public sector, and further studies on the insertion and permanence of this relatively recent public in the labor market are needed. This study aims to identify and analyze the possible barriers that exist in the work environment of disabled employees of a federal university in southern Brazil. This is a qualitative exploratory research, which used interviews consisting of semi-structured questionnaires applied to four servers with disabilities. The results indicate that the attitudinal, communicational/linguistic and architectural barriers are present in the discourses of the servers, influencing their permanence in the institution. They reveal that institutional actions still cannot address all the obstacles faced in their daily work activities. These barriers have not yet been overcome, as inclusion is a very broad political, pedagogical, cultural and social process. Breaking away from secular segregationist and welfare-oriented paradigms takes action and takes time. The inclusive paradigm is recent, laws alone do not guarantee changes in people's attitudes, they only regulate them. It is therefore necessary to create an inclusive culture at the University. The conclusions point to the need for more effective monitoring / training of employees, so that the institution can offer actions that directly address the barriers that are revealed in its workplace.

8

Authors: Denise Gisele de Britto Damasco

In this review, we discuss the discrimination experienced in society. It is understood that discrimination generates lack of equality and denial of recognition. What do we have in common? We are different, yet equal. The French approach conceptualizes positive discrimination as all policies and devices that aim to establish equity,compensating for inequalities based on quotas, targeting a specific population,establishing rules for the benefit of certain groups. Corroborating in this aspect, we reflected on the paradox between the equity and the merit, because to believe in the equality of opportunity by the merit, makes the individual feel discriminated. The school emerges as an open, inclusive, welcoming space where students learn to live together.

12

Authors: Danillo Mota Lima, Edvaldo Souza Couto

The article aims to analyze bodies and homosexuals pedagogies produced by gay users of the Scruff apps, digital ambience specializing in homoaffective socialization. The central argument is that this software is a contemporary cultural artifact that produces pedagogies for bodies and homosexuality. The methodology used was qualitative, descriptive and analytical. The subjects were chosen through non-participant observation and the data constructed by semi-structured interviews were studied from the content analysis. The results indicate that the commercialization of the bodies constructs cultural pedagogies, which favor the visibility of manly homosexuals, in which the body muscle gains fillet status. On the other hand, bodies that transgress the ideals of these cultural pedagogies are perceived as cow's feet. The study concludes that the pedagogies of the bodies and homosexuals promoted in the Scruff incite the understanding of homosexuality as products of asymmetric relations of power.

13

Authors: Marta Silene Ferreira Barros, Jaqueline Delgado Paschoal, Ana Letícia Ferreira, Priscila Cordeiro Soares Barros

The present study aims to discuss the importance of theater and its relation to education in the sense of considering the benefits that this language can provide for classroom pedagogical work, thought as a methodological element in the practice of literacy, emphasizing their contribution to the literacy process for the integral development of the child. This theme is inserted in the current discussion on the specificity of the scenic arts especially in the sense that the theater has as a resource that needs to be seen in a systematic way and recognized as a scientific field with intentionality in the formation of the small child in the process of literacy. The key question implied by the analysis is: What is the relationship between art and education and how theater can be considered as a relevant and intentional subsidy in the teacher's practice in the child's education process in literacy? It is a qualitative research based on the critical dialectical approach that proposes a differentiated methodological possibility of teaching, to dynamize the practice in the classroom, thinking the theater as a differentiated resource in literacy, in the initial years of Fundamental Education. This study seeks to contribute to the professionals of the performing arts and pedagogy, have a new look at theater in the pedagogical praxis.

14

Authors: Ana Lucia Marran, Giselle Cristina Martins Real, Kelei Zeni

The purpose of this paper is to outline the Brazilian Executive, Legislative and Judicial Powers movement in the process of constructing the policy of revalidation of undergraduate diplomas, which stands out in a globalized context. It was based on a analysis of documents produced within the scope of the three powers. From 2002 to 2016, there was approval by the CNE / MEC of disciplinary norms, besides the inclusion of exams and the creation of the Carolina Bori Platform. In 2011, there is the action of the federal legislature, which interposes a bill for automatic revalidation purposes. A total of 3.681 cases were found in the courts, however, there is no indication as to the merits of revalidation. The state acts vigorously in favor of increasing national demand for revalidation and supranational policies that must prevail over the internal aspects of university institutions.

14

Authors: Elizabeth Regina Streisky de Farias, Gilmar De Carvalho Cruz

This text aims to report a survey conducted in two public schools in the municipality of Irati, in the state of Paraná. The research aimed to analyze the school trajectory of students with disabilities and their learning results. The research was carried out in three stages, the first being the observation of school everyday, in the various spaces and times that make up the school. The second stage consisted of observations made in the classroom. The third stage included semi-structured interviews with teachers who agreed to participate in the research, in the search for the identification of teachers' conceptions about the inclusion of students in common teaching. The foundation of this research was based on the historical-cultural approach, which has as reference authors: Vygotsky (1991), Leontiev (1978). We also consulted authors that deal with the learning of students with disabilities, such as Stainbach and Stainbach (1992). It was also used authors who deal with school every day, such as Heller (1970, 1987). The analysis of the results indicated that, although access to school is guaranteed, through current legislation, the daily life of the school did not suffer significant change, which did not contribute to the students' learning success. However, it is understood that the learning of students with disabilities is possible and intervening actions of teachers can contribute significantly to the learning of students with disabilities

15

Authors: Maria Clarisse vieira

The article analyzes the meanings attributed to initial training in youth and adult education (EJA), developed for university students at the Faculty of Education of UnB. Based on the concept of Communities of Practice, the contributions of popular education and the historical-cultural perspective, the text reconstructs this experience through the analysis of logbooks and reports prepared by undergraduate students from 2013 to 2016 in the disciplines Project 3 and 4, components of the Pedagogy curriculum. The contact with the students of the EJA and the reflection in and on the educational practice forges in the graduating a sensitivity / commitment in relation to this reality, through the action research, the experience and the development of a pedagogical practice based on the sensitive listening and dialogue.

15

Authors: Danúbia Ângela Silva, Rafaella Cristina Campos, Leandro Veloso Silva, Giuliano Roberto da Silva

The objective of this article is to identify the forms of manifestations of the gender relations of schoolchildren from the practice of Physical Education. We chose the qualitative methodology, with a case study, with data collection through participant observation and analysis by reflective description. It was evidenced that in the school sports practices, the teacher can stimulate and develop the cooperation, while at the same time working on different situations of competition between the students before the proposal of a mixed lesson / activity ( team game), and both genders, both female and male, present different reactions in the so-called "game situations", making the school's role challenging to try to work with concepts and constructions in the context of gender relations, a situation in which moments of cooperation and also competition can, in a certain way, constitute a possibility of guaranteeing the formation of citizens with more egalitarian feelings.

16

Authors: Carlos Jose Trindade da Rocha, João Manoel da Silva Malheiro

This work aims to reflect on professional teacher development (PDT) from the formative processes and the constitution and socializations of identity narratives of two teachers (Mariposa and Cocoon) who participate in the Transformation Research Group of a Federal Public University of Pará. qualitative nature with the use of content analysis. The data are composed by the semistructured interview analysis to the praxis of the planning of dialogues during a semester. The results reveal that PDT, in Study and Research Group despite the singularity of each narrative, present points that complement the constitution of identity by weaving the autotransformation of reflective teachers.

18

Authors: Gerson Tavares do Carmo, Elane Kreile Manhães, Gláucio Roberto Bernardo de Cara

This paper aims at analyzing, based upon French Discourse Analysis, two media videos made with official endorsement of the Ministry of Education in two different presidential contexts. Both propagandas call young people, at the post-ENEM moment, to enter Higher Education institutions through major federal government programs and public policies. Thus, it was possible to evidence the composition of the enunciation in the media objects, especially in correlation with the socio-political context. It is observed that verbal and non-verbal elements utilized in the analyzed objects intersect in the production of meanings and go beyond the mere persuasion of the target public to claim for a space in a Higher Education institution.

19

Authors: Ana Cristina Ghisleni, Daianny Madalena Costa

The article analyzes the approach of the political-pedagogical project (PPP) of the maintainer of a municipal network with respect to the evaluation. The analysis is based on the concepts of regulation and quality and from documentary and bibliographic reviews. Based on the understanding of the characteristics and context of the PPP, the analysis based on the concepts makes it possible to perceive a re-dimensioning of the place of the external evaluation, guaranteeing an amplified space of the political and pedagogical in the performance of the educational management.

21

Authors: Elisa Angélica Alves Guedes, Marianne Louise Marinho Mendes, Cristhiane Maria Bazílio de Omena Messias

The study aims to present students' perception of the modality of Youth and Adults Education through interdisciplinary practices of education in health and environment. This is a study of qualitative approach and ethnographic inspiration. Interdisciplinary practices and interviews with students were carried out. The learning about the proposed subjects, through interdisciplinary practice, contributed to the acquisition of knowledge, as this practice also contemplates their previous knowledge. Interdisciplinarity considered, together with the proposed themes, was perceived as an innovative methodology that allows a critical look at changes in the student's posture regarding health and the environment.

31

Authors: Loriane Trombini Frick, Maria Suzana De Stefano Menin, Luciene Regina Paulino Tognetta, Cristina Del Barrio

This research aims to analyze the anti-bullying strategies, in the school environment, proposed by Brazilian and Spanish researchers. It is a descriptive and exploratory study, with qualitative bias. The methodological procedure was the bibliographic research. The literature was composed of Brazilian theses and dissertations, published from 2000 to 2012, and articles also from both countries, published from 2000 to 2013. The Brazilian literature emphasized action that would bring information, awareness raising, rule-making, and professional training and Spanish literature highlighted actions to improve interpersonal relationships, emotional development and self-esteem, the teaching of sociomoral values and teacher and family training. The results point to a series of actions, which can be inserted into an anti-bullying plan to be developed daily, contributing to a change in disrespectful behavior and to the construction of interpersonal relationships in the school environment, more supportive, just, cooperative and respectful, thus providing more than information on the phenomenon.

9

Authors: Fernanda Yasmin Odila Maestri Miguel Padilha, Anna Carolina Goulart Rodrigues, Isabela Costa Silveira, Aline Megumi Arakawa-Belaunde

Purpose: The aim of this study was to describe the realization of a speech language and hearing sciences action in school as an opportunity to promote health related to bullying theme, in the quest for respect for differences. The work was carried out with the children of the 1st and 2nd year of primary school, who studied in the morning in the largest school in Latin America. The action was carried out through the theater practice, in line with the current health policies. Results: It was observed that the theater aroused the children interest that responded positively to discussions that emerged after group presentation. Furthermore, it was observed the teachers and school coordinator involvement. Conclusions: the speech language and hearing sciences proved be and ally in the health promotion as well as with intersectoral work, with the education.

14

Authors: John Alexis Rengifo, Carmen Helena Díaz Caicedo

This reflexive discourse investigates, in genealogical terms, the political-administrative category of the quality of education. The context: Colombia. The problem: the commercial consideration of educational quality as an increase in figures in the government campaigns of the governments on duty. The idea that a quality education has to do with the increase of infrastructure, coverage and training is sold to the company. At no point has the hypothesis been reached that the educational problem in the country is not a question of quantity but of quality. Therefore, this work, on the one hand, problematizes the notion of educational quality; On the other hand, he proposes to speak of an intersectoral training project between: the family, the school, the community and the State.

14

Authors: Marta Regina Furlan de Oliveira

The main objective of the text is to reflect on the pedagogical authority or authoritarianism in the formative spaces directed to the education of the childhood, weaving a dialogue between Hannah Arendt and the Critical Theory. This text is justified by the need to analyze the possible misunderstandings that are due to the modern theories of pedagogy and education that influence educational practices aimed at working with children between 0 and 5 years old. The methodology of work is in the bibliographic study with the main reading of the work Between the past and the future of Hannah Arendt (2013) dialoguing with the Critical Theory from the work Education and Emancipation in Theodor Adorno (1985). As a result, the anxieties presented by the author and dialogued with Adorno and Horkheimer, lead us to rethink the school and, thus, to seek new pedagogical horizons in favor of emancipatory formative work of childhood.

14

Authors: Aliandra Cristina Mesomo Lira, Marcos Gehrke

It is about reading and playing in university, an experience of children, teachers and students’ formation from Pedagogy course and a project of extension developed between 2017 and 2018 in a public university. It points out the focus of the actions was reading, play and storytelling developed by a group of volunteers and students with scholarship from Pedagogy course, as well as children and teachers from public school and employees’ children of the university. It questions the importance of the organization of spaces of reading and playing in the university which ones enrich future professionals’ formation and increase especially children’s development, apprenticeship, interest and creativity. It considers the association between university and public schools is a politic and pedagogical strategy for everybody’s formation.

15

Authors: Andréia Jaqueline Devalle Rech, Tatiane Negrini

This article aims at discussing the formation of teachers who work with inclusive education, focusing on the school inclusion of students with high intellectual abilities/giftedness (HIA/G). The discussion of the inclusion of these students in school is due to the fact that these students are enrolled in regular schools and, in many cases, their intellectual abilities are not identified. Consequently, their inclusion in schools is not effective, since pedagogical practices are not designed to meet their educational needs. In addition to that, there are still few Brazilian studies on this subject, making it difficult for the subject to be problematized and re-signified among teachers. This is a qualitative research of the exploratory type, in which the instrument for data collection was the interview. The interviews were recorded and later transcribed, categorized, and analyzed in a descriptive way based on the theoretical reference that anchored the research. Twelve teachers took part in this study. They teach the final years of elementary school in a state public school in the city of Santa Maria (Rio Grande do Sul, Brazil). The results showed, among other aspects, that the initial and / or continuous training of the 12 participants was fragile, since they did not feel capable of planning inclusive pedagogical practices that would serve students with HIA/G. Thus, it is necessary to broaden the debate regarding the identification of the HIA/G characteristics present in the students who have HIA/G. Thereby the forms of care these students are entitled to, and their inclusion in schools could be carried out more effectively.

16

Authors: Lúcia Virginia Mamcasz-Viginheski, Sani de Carvalho Rutz da Silva, Elsa Midori Shimazaki, Nilcéia Aparecida Maciel Pinheiro

Mathematical literacy for students with visual impairments is a challenge to the teacher’s regular education, since literacy that student happens with literacy students without disabilities. Anxious to help the teacher regular education is this task, this article presents some reflections on the use of classroom games, as a methodological resource for mathematical literacy, as well as presents some games which can be adapted to the mathematical discipline for students with visual impairment. The work was developed from bibliographic research and professional experience in a Multifunctional Resource Room Type II, which provides specialized care for students with visual impairment. Checked that, used appropriately, the games contribute to the process of teaching and learning mathematics for students with disabilities that, are considered some necessary care in its use.

17

Authors: Mariana Dond Veloso, Alice Maria Correia Pequeno, Francisca Diana da Silva Negreiros

This study aimed to describe, from the perspective of higher education professors, understandings about the new methodologies for pedagogic doing after a training course. It was a quantitative research conducted with 13 professors from a Higher Education Institution of Fortaleza, Ceará, Brazil. Data collection took place from November 2014 to February 2015, through the training and observation workshop. Data obtained were organized in three evaluative aspects: development of competences on active methodologies; complementary activities; teaching and learning method regarding performance in group work and the role of the facilitator. To improve knowledge about active methodologies of professors, it is recommended to invest in training courses and skills training on teaching strategies that will enable to overcome the traditional approach among professors of educational institutions.

17

Authors: Juares da Silva Thiesen

This paper analyzes the progressive alignment of Brazilian Basic Education to movements for the internationalization of education. Special attention is given to strategies of states, transnational organizations and the private sector to adjust school curricula to this perspective that has become hegemonic worldwide. The discussion is based on the concepts of global educational and academic discourse (Beech, 2012) and on others associated to the analysis of educational and curricular policies. I show that in Brazil, the strategies more strongly affect dynamics that involve school administration, curriculum design, contents of knowledge and teacher education.

17

Authors: Isabel Koltermann Battisti, Cátia Maria Nehring

Teaching is a universal institutionalized way of transmitting the knowledge produced in social experiences to the new generations. In this context, this research is constituted from an investigation that aims to discuss about the academic formation of the engineer as the product of a collective activity. The following issues delimit it: which elements characterize the necessity, the object, and the reason as structuring components of the engineer training activity? What understandings can be produced, considering the engineer training, in the scope of teaching as the product of a collective activity? The analyzes arise from theoretical references based on the historical-cultural perspective, with special focus on the Activity Theory, and considering excerpts from the Pedagogical Project of Engineering courses of a university. The study allows to indicate that the need to form an engineer becomes satisfied in the collective activity, which is intrinsically related to the individual actions of each teacher involved.

19

Authors: José Jairo Vieira, Ana Paula Santos Guimaraes, Andrea Lopes da Costa Vieira

This article aims to identify and understand how the public universities of the State of Rio de Janeiro organize in the curriculum grades of the course of Pedagogy the debate of the discussion of Work-Education. It is intended to reflect on the directions, conceptions and theoretical foundations of this discipline, as well as verify their contributions in this training. Thus, we aim to: 1) reflect on the productions that contribute to the theme developed in the discipline and 2) analyze the data collected in the field work carried out in the following public institutions in 2008: UERJ (Baixada School of Education Fluminense, School of Education), UFRJ, UFRRJ (Campus of Nova Iguaçu), UFF and UNIRIO. Thus, on the one hand we present the main questions and themes that are included in the studies of the area and that offer elements to analyze the conceptual horizon and the theoretical foundation needed in the education of the pedagogue. On the other hand, we highlight the analyzes of the menus and the results of the semi structured questionnaire with the teachers who taught this discipline in the universities in order to discuss the process of institutionalization of this Work-Education debate in the courses of Pedagogy of these universities.

12

Authors: Lucia Cristina Dalago Barreto, Elsa Midori Shimazaki

The present study analyzes the contributions of the National Pact for Alphabetization in the Right Age (PNAIC) to the training of alphabetizing teachers for the Inclusive Education. The goal of the research was to uplift, together with the ‘teacher-students’, the main changes in their pedagogical practices, after their participation in this program of teacher formation implemented by the Ministry of Education (MEC), concerning the alphabetization of the target audience in special education. We utilized, as methodology, the field research for the raising of data and the Historical and Cultural Perspective in the analysis of the data. We have concluded that the PNAIC was the first course in the training of alphabetizing teachers to broach the Inclusive Education, enabling significant contributions to the pedagogical practice of its participants.

13

Authors: Virginia Georg Schindhelm, Maria Luisa Furlin Bampi

The goal of this work is to reflect our experience as teachers in a compulsory supervised training in Pedagogy course at Federal Fluminense University, which is a knowledge field that overcomes the instrumental traditional activity practice. Students face the interruption between theory/practice which is necessary as a formative area in educational studies and constructions in everyday school realities in Infant Education, where they live. We emphasize Japiassu with his uncertain pedagogy which breaks doctrines and absolute facts in the educational process, talk to Vigotsky and his emphasis in the meaning understandings and the existance meanings and also with Nóvoa about the teaching activity and the practices of reflexion. Authors and their thesis help us understand the teaching formation as an epistemological field.

15

Authors: Elaine Conte, Adilson Cristiano Habowski, Míriam Benites Rios

The essay discusses the possibilities and obstacles of digital technologies for social learning, which become paradoxes through adventure through novelties, dispersions, contradictions and exclusions. Technologies have political dimensions of the mercantile world, in patterns of productivity and competitiveness, and therefore are ambiguous in relation to the formative processes, causing apathy and insensitivity rather than mobilization to (re) knowing. The work develops a hermeneutic study of the relations existing in these processes of digital changes, inviting for inquiries and bringing resonances in the educative culture. If, on the one hand, technologies have moved away from the monopoly of specialists and have come to flexibly and openly integrate the contemporary social world, through the notion of instruments capable of putting complex operations and multiple conversations into motion, on the other, we continually experience ambivalence in its use and difficulties in the renewal of the senses that involve these languages, generating the obscuring of technologies and sociocultural interests. It was concluded that there is a need to reconstruct, in a hermeneutic perspective, the collaborative potential of the different interfaces of digital technologies in education to prevent practices of exclusion, dehumanization or technoscientific alienation that affects the majority of the socially and economically marginalized.

15

Authors: Valdirene Eliane Bailon Souza, Rita Márcia Andrade Vaz de Mello

This study aims to analyze the route of educational public policies in Brazil and discuss them regarding continued teacher education, investigating the World Bank's intervention in this context. In such case, it aims that the theme presented contributes to promote public policies’ debate, besides indicating the weaknesses of the relationship between State and Society, which sometimes only makes public policies an instrument of state and social control. It concludes that the educational policy focused on basic education teachers’ continued training, will only make sense when democratically constructed by a collective identity not an individual one.

15

Authors: Jacques de Lima Ferreira, Marilda Aparecida Behrens, Alexandre Marinho Teixeira

This article presents a qualitative research of the type of case study that was carried out with professionals from several areas of knowledge, graduates who have carried out a continuous formation, a specialization denominated Training of Teachers to act in Higher Education, Technological and Technical. The research problem that guided the research followed the following question: What are the perceptions that graduates of a continuing formation had about the knowledge acquired for the exercise of teaching? The research carried out had the objective of analyzing the graduates perceptions in relation to the knowledge acquired from a specialization for the training of teachers. The research involved 03 specialization classes of the following years: 2015, with 32 students; 2016, with 25 students and 2017, with 15 students, totaling 72 students graduated. The data were collected from a questionnaire with open and closed questions that allowed the analysis of content from the perspective of Bardin (2011) with the help of Atlas Ti software. Data analysis allowed us to identify that pedagogical knowledge is essential to be able to experience teaching in the face of its complexity. Knowledge that allows the teacher to be in the classroom to be able to use different teaching methodologies.

16

Authors: Solange Aparecida de Souza Monteiro, Letícia Jovelina Storto

This text studies the history of childhood education and sexuality, indicating the need to weave reflections on this issue as a way to deepen knowledge about the concept of infancy and sexuality that is put into practice in Family and school life. Thus, it discusses the importance of working sexuality education and discussing the sexuality of the child (the one between 0 and 6 years of age) in a positive way. Starting from the assumption of childhood as "In-fans", that is, the one who does not speak and seeks to understand the multiple meanings of this "not speaking", the work also points to the need to open space to discuss childhood and child in their relations Family and within the school context, especially with regard to their sexuality.

17

Authors: Cíntia Régia Rodrigues

This article makes a theoretical-methodological balance on the trajectory of the Teacher Training of Elementary School (final years) of the municipal network of Indaial (SC). The purpose of this training, begun in 2014 and completed in 2017, was to rework the Curriculum Proposal of History. The teachers carried out the re-signification of contents and approaches of teaching practices in history, building and reinterpreting their historical consciousnesses. This analysis is divided into three moments: in the first, we approach the choices of theoretical and methodological references; in the second, we discuss the importance of reflections about ethnic-cultural plurality in the didactics of History; finally, we present the actions carried out in the training with these teachers for the re-elaboration of the proposal.

18

Authors: Taina Guerra Chimieski, Raquel Pereira Quadrado

The book entitled “Os 15 anos de Mariana: um convite a outras aprendizagens sobre corpos” enables the understanding that the bodies are biosocial constructions. The aim of this paper is to analyze the narratives made by teachers of a municipal school in the city of Rio Grande, RS that used this material to develop a teaching project. The narratives were produced from a focus group, with the teachers that was involved. For the production and analysis of data we use the narrative research, which allows us to point out that the book was well received by the group studied and that the work from this, enabled students to produce knowledge that establishes relationship with their daily lives.

19

Authors: Talita da Silva Campelo, Giseli Barreto da Cruz

The article stems from a study on how to build teaching learning in the context Scholarship Programs for Teaching (PIBID) proposed by CAPES. Methodologically, we worked centrally with an exploratory questionnaire submitted to the new teachers (undergraduate fellows) of nine subprojects linked to five public universities located in the state of Rio de Janeiro that develop their actions in the initial years of Regular Elementary Education. The data, constructed and analyzed theoretically based on Cochran-Smith, approach aspects that resemble what the author characterizes as “deprivatization of practice” subprojects of two institutions. In order to better explore this concept and share part of what the GEPED - Group of Studies and Research in Teaching and Teacher Training has been developing according to the contributions of Cochran-Smith, the article presents, from the analysis of empirical data, descriptors of processes that can contribute to teacher training.

29

Authors: Thomas Muhr, Mário Luiz Neves de Azevedo

This paper adopts an historical and global approach to the under-researched field of South-South cooperation in education and development. The first section discusses the concepts of “the South”, “the global South” and “South-South cooperation”, counter-posed with practices of “triangular collaboration” and “best practice transfer”. On this basis, a review of existing South-South education cooperation literatures distinguishes a mainstream approach embedded in liberal and (neo)realist international relations theories from a critical theory approach associated with counter-dependency thinking. Framed by these discussions, two case studies of contemporary global South-South education relations are presented: the ¡Yo, Sí Puedo! (Sure, I Can!) global literacy campaign promoted by the governments of Cuba and Venezuela; and the BRICS common education cooperation agenda. While it cannot unambiguously be concluded that South-South education cooperation produces a counter-structure to the neoliberal global governance of education, the paper equally shows that the South-South principles of solidarity, mutual benefits and self-reliance are very much practiced among South partners. Finally, proposals for future research in this field are presented.