Revista Educação em Questão

22

Authors: Célia Regina de Carvalho

In this article, we analyze parental mediation in relation to mobile technologies and the internet during the Covid-19 pandemic. We carried out a descriptive-analytical study based on qualita-tive research, through semi-structured interviews with eighteen children and one member of their families. The results point to the intensified use of mobile technologies (cell phones, notebooks, and tablets), and the internet during the Covid-19 pandemic, a fact that represented a chal-lenge for parental mediation. Families have adopted different strategies to mediate children's digital media experiences, ranging from more restrictive or more active actions, based on guidance and dialog, to accompanying or being present during children's activities on the internet. For this reason, it is essential for families to be aware of how to guide their children in online activities and for schools to promote children's media education.

25

Authors: Débora Mara Pereira, Débora Regina de Paula Nunes

The aim of this study was to develop and validate an Individualized Educational Plan (IEP) model for use by teachers working with students with autism spectrum disorder (ASD). The study, designed as a collaborative action research, involved school administrators, teachers from the public school system of Rio Grande do Norte (RN), and researchers in the field of special education. Interview data conducted with the group of school administrators revealed the lack of an IEP model for use in schools. The questionnaires answered by 23 teachers revealed a lack of knowledge in the field of ASD. Based on these findings, a theoretical-practical course on the IEP was designed for the group of teachers. Subsequently, the teachers and researchers collaboratively developed an IEP model to be integrated into an electronic platform. Finally, the instrument was validated by 5 external judges (researchers) and 13 internal judges (teachers who participated in the course). The proposed model served as the foundation for the IEP structure created by the educational system of RN

19

Authors: Carlos Eduardo Ferraço

The article aims to problematize the research model in Education, which, by assuming a pre--existing reality with its data waiting to be collected, emphasizes the need for descriptive, explanatory, and/or analytical practices. Writing, assumed as a certificate of the veracity of past events, is instituted through an author-authorship endowed with a full and founding consciousness, capable of creating forms of representation of reality. Differently, we believe in a dimension of research as becomingness, with emphasis on the mapping of conversations, which launches us into the midst of experiments with everyday life, and encourages us to follow flows and processes and to become entangled in dilution movements of subject-facialities. We are, however, much more interested in the poetics of the forces of the livable and in the rever-berations of events than in the defense of the protagonism of conscious identities. In this way, the article defends an ethical-aesthetic-political commitment to research into everyday life as a possibility of inventing more plural and inclusive worlds in Education.

21

Authors: Marta Regina Brostolin

The text, a theoretical essay, is based on the Sociology of Childhood and bibliographical research. It aims to discuss children's right to participate and their place in contemporary society based on respect for their voice and action as individuals of rights. The results show an advance in child and childhood studies in recent years, configuring a multidisciplinary field around the understanding the childhood experienced by children themselves. The underway social transformations affect the relationships between children and adults in their political, cultural, and educational dimensions, making it necessary to deconstruct the adult-centric normative production that subordinates children and hinders and/or makes their participation in society impossible. The child moves from being an object to become an actor. From the change of child's place, it is necessary to make the school a democratic space for socialization and a more child-friendly context where takes place a respectful dialogue between children and adults, with more symmetrical relationships.

23

Authors: Juarez José Tuchinski dos Anjos, Betânia de Oliveira Laterza Ribeiro, Elizabeth Figueiredo de Sá

The article delves into the universe of school themes covered by journalist Yvonne Jean in the Correio Braziliense newspaper. The aim is to analyze some school parties in Brasília, as des-cribed and commented on in the journalist's columns between 1962 and 1968. Two types of school parties were identified: 1) those that celebrated school and family characters − teachers, children, and mothers; and 2) those that celebrated traditions of Brazilian culture (June festivals). The historical-educational value of Yvonne Jean's texts becomes evident as they are read histo-rically, based on the contextualization of the sources and their analytical-interpretive reading. It is from this reading that tends to emerge the understanding of education according to the logic of norms and practices (Julia, 2001), strategies and tactics (Certeau, 1999), behaviors and appropriations (Chartier, 2002) whether of teachers or students or other individuals who work in the intra-school educational process.

24

Authors: Gildene Lima de Souza Fernandes, Alessandra Cardozo de Freitas

The article presents an excerpt from a qualitative research about the development of fictio-nal narratives by children, carried out with in a 5th grade of elementary school at a public school in Rio Grande do Norte, Brazil. It aims to reflect on the effects of reading literature and interlocution between peers on the process of creating stories. The research was based on studies on literature (Candido, 2012), fiction reading (Amarilha, 2013 e 1997; Jauss, 1994; Eco, 1994), pedagogical mediation and textual production (Vigotski, 2007; Graves e Graves, 1995; Calkins, 1989). The research design included reading sessions of the work Fazendo Ana Paz (Making Ana Paz), by Lygia Bojunga, and meetings for writing, discussing and rewriting fiction stories. Data analysis revealed that reading literature, under the scaffol-ding methodology, favored the freedom of creating stories by apprentices, who used literary references to write narratives that presented new choices regarding the type of narrator, use of time, outcome, among other aspects. The choice of the literary work (Bojunga, 2007), which is metafictional in nature, had a major impact on the new meanings attributed by the apprentices to the writing activity. It was also noticing the effect of interaction among peers and the research teacher in the writing and textual review processes, through the children's attempts to create their fictional narratives, triggered by writing conferences.

26

Authors: Lorrainy Ferrari, Gilda Cardoso de Araujo, Daniel Tojeira Cara

This article aims to compare measures taken in the health and education sectors during the pan-demic crisis in Brazil from March 2020 to December 2021, problematizing the dimensions of inter-federative conflicts in a system considered structured, such as the Sistema Único de Saúde (SUS) [Unified Health System], and in a system considered unstructured, such as the Sistema Nacional de Educação. As a theoretical-methodological framework, we mobilized the history of the present time, based on François Dosse and other authors, to support the analysis of offi-cial sources of the Ministry of Education, the Ministry of Health and journalistic sources. The final considerations point out that the existence of a consolidated system, such as the Unified Health System, was unable to mitigate the pandemic crisis caused by Bolsonarist management. Therefore, the establishment of an National Education System would not be enough either, given the subjection of the federated entities to the central government.

18

Authors: Aline Coêlho dos Santos, Roberta Andressa Pereira, Rita Buzzi Rausch

This study highlights the development of scientific thinking as fundamental knowledge for teacher professionalization, which is directly associated with the ability to contextualize and problematize the context of action, a necessary skill for reflecting on practice, as well as the construction of problem situations that can mobilize teaching work. It is intended to learn about the contributions of the exercise of sociological imagination to the development of scientific thinking in teacher education. This is a theoretical study with a qualitative approach, in which we use a bibliographic procedure, mainly guided by works on sociological imagination from the perspective of Mills and Giddens. In this context, this manuscript presents the exercise of sociological imagination, proposed by sociologists Charles Wright Mills and Anthony Giddens as a possible procedure for the development of scientific thinking in teachers, which can even be present in teacher formation processes.

21

Authors: Leonardo Henrique Brandão Monteiro, Antonio Alvaro Soares Zuin

The article discusses students' conceptions of the future projected by themselves, or about them by other school actors and their links to certain moralities in the school environment. To achieve this, it undertakes reflections that allow us to understand the ways in which the future is embo-died in the daily life of school institutions. The methodology used had an ethnography and was complemented by a series of semi-structured interviews. In the school analyzed, an intersubjec-tive normative background was identified, shared, to a greater or lesser extent, by everyone. This background was articulated and crossed by several other moralities and built a certain symbolic horizon. We identified four ideal types that provided a framework of intelligibility for the ways in which the future was activated in the daily relationships. These will guide reflection, but they do not function as students' destinies or fixed positionings in this social space.

22

Authors: Myllena Camargo de Oliveira, Angelita Alice Jaeger

Our aim is to analyze gender relations and, specifically, exercises of power and resistance that emerge among students in team sports classes in a Physical Education teacher formation pro-gram. The research is ethnographically inspired and involved the participation of 86 students. The research sources were produced by observations of classes in Physical Education teacher formation – education program, recorded in a field diary, through focus groups and interviews, both recorded on a digital device and transcribed in full. The analyses, conducted with assis-tance of Nvivo 12 software, were anchored in Foucauldian, gender, and feminist studies, and indicate that students reproduce the traditional sports canon in which most men occupy privile-ged positions, while women are relegated to secondary positions. Nevertheless, many women and some men create resistance to access, remain in and transform the classroom context, requiring teachers to use inclusive pedagogical strategies, and provide equitable experiences in teacher formation.

24

Authors: Ludmila Magalhães Naves, Ilsa do Carmo Vieira Goulart

This text considers the image in children's literature books are texts capable of leading the young reader to a movement of dialogue and production of meanings. Given this, this article aims to analyze three different children's literature books that bring photography as art that composes the illustration, in order to reflect on the dimensions of narratives, aesthetic and literary present in such books and possibilities of working with illustrated narratives with the photography in edu-cational practices. Opted for descriptive research, with a qualitative approach, based on the analysis of three children's books that bring photography as focus of illustration. As theoretical basis, the research was based on the studies of Sontag and Flusser on photography, Ramos on children's literature and Santaella on reading images. The study pointed out that photography associated with children's literature sharpens the eye, instigates the reading of images and favors the involvement of small readers.

25

Authors: Priscila Portela de Azevedo, Ana Cristina Batista dos Santos, Jorge Luiz de Souza Evaristo

This article aims to understand teaching work, in public and private schools, in terms of student performance in the National Secondary Education Examination (ENEM). The research was based on Work Psychodynamics, a theory that guided the data analysis. Qualitative data collection occurred through 19 interviews with teachers from public and private schools. The results were analyzed based on the meaning nucleus analysis technique, with the help of the Atlas.ti software. The analysis and discussion of the results made it possible to describe the work of teachers, in the context of preparing students for the ENEM, as well as identifying that this context of external assessments can sometimes be prone to suffering and illness, especially in the private sphere. Using the categories of work organization, working conditions and labor relations, it was possible to identify convergences and divergences between public and private schools.

17

Authors: Eanes dos Santos Correia, Veleida Anhai Cápua da Silva Charlot, Willdson Robson Silva do Nascimento

The article has as object of study the subjective question, the relationship between the students' knowledge and the bricolages they sustain in the high school classes of a state school in the city of Cumbe, state of Sergipe. We have, as a starting point, two questions: what is the rela-tionship between students' knowledge and bricolage? What is the meaning of cheating on a test for students? We used elements of Bernard Charlot's knowledge, mainly, desire, subjective position, figures of learning and epistemic relationship with knowledge; and the notion of bricolage from Michel de Certeau. It is concluded that cheating is an alternative for the student not to fail in a particular subject with which he/she has no affinity or finds difficult to study and learn. It is a motivational device, with immediacy and mobilization character, because it finds meaning in overcoming the symbolic logics of the school in the face of a written test. In addi-tion, it is a device of relationship with knowledge that confronts the norms and symbolic logics of the school and of specific subjects.

19

Authors: Lauro Sérgio Machado Pereira, Dllubia Santclair, Kléber Aparecido da Silva

The internationalization of the curriculum aims to incorporate an intercultural and global dimen-sion into teaching activities, contributing to the education of citizens and professionals engaged in the cultural and linguistic diversity of the globalized world. In this paper, we discuss curriculum internationalization, highlighting the reflections of language teachers as agents of the inter-nationalization of education. Subsequently, we analyze qualitative data generated through a structured questionnaire applied to Brazilian language teachers who are members of the Group of Critical and Advanced Studies in Languages (GECAL-UnB), to understand their conceptions about the internationalization of the curriculum. The data analysis, through the lenses of Critical Applied Linguistics, indicated that the internationalization of Brazilian educational institutions is possible through the internationalization of the curriculum, requiring discussions on intercul-turality, multilingualism, and plurilingualism. Thus, based on the perspectives of teachers, it is possible to envision alternative approaches to the internationalization of education.

23

Authors: Adriana Oliveira dos Santos Siqueira, José Moisés Nunes da Silva

The objective of this article is to analyze the trajectory of teachers’ education (mbo'ehára rem-biapo) in Brazil, from the 1990s onwards, and to reflect on the development of a broad education, in the sense of breaking up with the alignment with of the logic of capital. The research has a qualitative approach, mediated by bibliographical and documentary research methodologies, and uses the dialectic as an analysis criterion. The pragmatist logic, the pro-gressive perspective and the retrogression in the mbo’ehára rembiapo are discussed. The results indicate that the national curriculum guidelines for the mbo'ehára rembiapo were an advance for the identity of the degree courses; and that another education is possible, based on integral human formation, beyond alignment with the logic of capital.

24

Authors: Martin Kuhn, Livio Osvaldo Arenhart

Different perspectives approach education beyond the dominant instrumental rationality. One of them is dialogue between hermeneutics and education that produces alternative terms to think about the educational phenomenon. What meanings do we want for the educational pheno-menon of our time? The objective is to reflect on the contributions of hermeneutics to education. We start from the understanding that hermeneutics allows to unveil the many veiled/crowded meanings present in education. That which is established in the field of school education and edu-cational work requires being taken as a phenomenon to be repeatedly questioned and reflected upon. If today we live immersed in a culture of boredom, then hermeneutics can help us to think a culture of meaning for the educational phenomenon, a context in which the definition of minimum guidelines for the formation of cognitive and moral autonomy seems quite reasonable. This text is an essay that understands that this matrix of rationality has much to contribute to the understanding of the educational phenomenon of our time.

26

Authors: Jurany Leite Rueda, Gladys Beatriz Barreyro

This article proposes an analysis of the viability of the Latin American and Caribbean Space for Higher Education (ENLACES), as well as its potential as an agent of regionality in view of the context of higher education in the region. It was based on the perspective of Björn Hettne’s new regionalism and on the qualitative approach, as well as on document analysis and semi-structured interviews with actors who are or have been linked to the construction process of ENLACES; and, for data exploration, the content analysis technique was used. It was found that, in addition to the complexity of articulating such distinct higher education systems, ENLACES itself faces the challenge of achieving its consolidation. In view of this, although there are expectations regarding the viability of this Space, there is a great challenge in the face of the academic diversity in the region. Similarly, its possible role as an agent in strengthening regional identity is compromised in view of the difficulty of consolidation.

20

Authors: Edison Ferney Castrillón Ángel

This article aims to analyze the identity(ies) development and re-existence literacy(ies) through understanding, negotiation, and creation of resistance narratives among preservice English teachers. This reflective study offers five theoretical assumptions: a) Globalization affects the development of identity (BAUMAN, 2004; JENKINS, 2014); b) Identity development, lite-racy, and re-existence are sociocultural practices that are always negotiated (HEATH, 1983; FREIRE, 1985); c) Resistance is a liberating practice of oppressed societies (GIROUX, 1983; FOUCAULT, 1999); d) The narratives of resistance arise to re-exist (SILVA-SOUZA, 2009; ALBÁN-ACHINTE, 2013); and e) Literacies of re-existence are sociocultural practices (CUPELLI, 2008; SILVA-SOUZA, 2011). These assumptions and the theorists who support them become ways to make this issue a scenario for negotiation, identity development, and re-existence. Finally, the text shows the importance of understanding these assumptions as a useful pedagogical task for understanding a more just and equitable world.

22

Authors: Cynara Teixeira Ribeiro, Erika dos Reis Gusmão Andrade

The debate about social insertion and internationalization is justified by the fact that these are indicators adopted by CAPES (Coordination for the Improvement of Higher Education Personnel) for the evaluation of graduate studies programs. Our goal is to analyze to what extent the papers presented in GT (Working Group) 20 − Psychology of Education of ANPEd [National Association of Graduate Studies and Research in Education] (from 2011 to 2020) allow eviden-cing the commitment to social insertion and internationalization in the production of knowledge in this area. We considered four dimensions of analysis pointed out by the literature for each indicator. We considered sixty papers, of which only 6.66% explicitly meet circumstantial social demands. Most of them dialogue with international production, however, there is little partnership among authors aiming to build building knowledge networks, besides the prevalence of authors from the Southeast region. The high incidence of papers published later, as articles in journals, contradicts the statement that publications in the area are concentrated in books.

23

Authors: Marcos Pereira Coelho, João Paulo Pereira Coelho

In this article, we analyze the propositions of the philosopher Marie Jean Antoine Nicolas de Caritat, Marquis de Condorcet (1743-1794), for the professionalization of teachers in the context of the French Revolution. The intention was to historically understand Condorcet's assertions regarding the recruitment, selection, and organization of teaching work for the future French public education system. To this end, the criteria stipulated by the author were examined so that applicants for the position could compete for vacancies, the qualities desired of future professionals and the specificities of the tasks assigned to the State and scientific societies in the organization of pedagogical and administrative work. It is concluded that Condorcet articulated technical and political criteria for the choice and professionalization of teachers in democratic societies. The Marquis placed freedom of teaching, the relevance of science, the role of the State and the working conditions of teachers as central themes for public schools that remain relevant today.

24

Authors: Samuel Luis Velázquez Castellanos, Cesar Augusto Castro, Mateus de Araújo Souza

In this article, we analyze the dynamics established in the use of textbooks at Liceu Maranhense through the local press, using the theoretical-methodological assumptions of cultural history, to capture the materiality of artifacts as products and discourses. We cross established norms, recur-rent practices, and innovations that accompanied the teaching programs via reforms to maintain the school market. It is concluded that students/authors conformed to the ideals of schooling and technical concepts, according to the conceptual armatures in vogue, in addition to their own representativeness as intellectuals, ensuring the approval, indication and consumption of works in instruction and competition with national and international productions.