Revista Educação em Questão

18

Authors: Sofia Pellisson, Evely Boruchovitch

Motivation influences student performance and the ability to regulate it can help students to remain engaged in academic activities. To regulate motivation, it is possible to use different procedures or strategies. The present article aimed to conduct a systematic literature review to identify inter-national and national papers, published between the years 2016 to 2021, that investigated the strategies that future teachers or higher education students know and report using to regulate their motivation. After applying the selection criteria, seven articles were selected. We described the motivation regulation strategies most and least reported by participants, the data collection instruments, and the variables associated with the reported use of these strategies. The low number of national research about the motivation regulation strategies of future teachers corroborates the need for investigations on this theme to be carried among this target group.

21

Authors: Júlio César de Oliveira Santos

This paper aims to analyze the relationships between differences and inequalities in the composi-tion of work experiences and access to student assistance for LGBTI+ university students. To do so, I resort to the narratives of five LGBTI+ students from the Federal University of Pernambuco (UFPE) about their academic trajectories, gathered through individual, semi-structured and in-depth inter-views, carried out between July and September 2020. The research results were analyzed from theoretical references such as Judith Butler, Avtar Brah and Anne McClintock. We highlight how gender, sexuality, class and race intersect in the texture of work experiences and in the ways they access student assistance. In these narrative, student assistance constitutes survival projects. With the context of crisis in higher education, the importance of student assistance and the risks involved in its current dismantling are reinforced.

22

Authors: Maria Fernanda Diogo, Charles Augusto Christ

The subject Educational Psychology integrates the mandatory curricular matrix of teacher training courses. The objective of this study was to interpret the potential of the teaching of psychology to contribute to future teachers to forge a teaching praxis based on pedagogical proposals that aim at human emancipation. Based on the theoretical framework of Cultural-Historical Psychology and using cores of meaning, this article analyzed the undergraduate students' spontaneous memories related to the subject psychology offered in their courses. The senses attributed to the teaching of this specific area revealed that the classes presented the theoretical foundations of this field of kno-wledge, problematized everyday issues and values underlying the social relationships experienced in school spaces, leading to the widening of the future teachers’ interpretive horizons. The undergra-duate students' reports also revealed that the psychology classes were permeated by discussions and debates, highlighting the diversity, the interaction, the exchange of ideas, and emphasizing the dialogic character of this formative experience.

24

Authors: Lorivaldo do Nascimento, Aparecida Favoreto

This article is mainly based on the Prison Notebooks and discusses Gramscian analyses of Rosa Luxemburg’s, Trotsky’s, the Communist International’s, and Bukharin’s theories. Gramscian criticisms of these theoreticians and the Communist International, in general, point out that their perspectives and political tactics were based on an economist/positivist prism, in which a mechanistic theory of historical causality predominated, and an idea of spontaneous political action remained. In an opposite direction, Gramsci advocates a new political-pedagogical conception. In this case, he presupposes a dialectical relationship between infrastructure and superstructure, and between the-ory and social-historical practice, in addition to advocating the insertion of culture in a perspective of political-pedagogical struggle. In this way, he hopes to elevate morally and intellectually the subordinate classes, creating the theoretical conditions capable of overcoming bourgeois confor-mism, to the same extent that it could establish a new conformation and a new political hegemony. Thus, Gramsci considers essential the action of organic intellectuals of the subaltern classes who, in contact with the masses, would form the necessary conditions for the revolution of the proletariat in civil society.

20

Authors: Rosa Maria Silva Gomes, Graziela Pereira, Gabriela Maria Dutra

During the COVID-19 pandemic, universities adjusted the teaching and learning system through emergency remote teaching. This research sought to identify higher education (HE) students' perceptions of the quality of the psychosocial learning environment. The study included 175 Portuguese (54%) and Brazilian (46%) HE students, with an average age of 30 years. The Questionnaire for Evaluation of Learning in Distance Education Environment-DELES-PT, with 34 items, was applied. The sample was collected between May and June 2020, in both countries. For data analysis, we used the statistical program SPSS, version 24. The results show statistically significant differences between the countries and some of the DELES-PT dimensions, such as "Learning by Real" and "Teaching Support", and Brazilian students value meaningful learning more. Some implications for teaching practice regarding teaching-learning contexts are also mentioned.

21

Authors: Mary Sandra Carlotto, Sheila Gonçalves Câmara

The intention to drop out of a university course can be considered a differentiated and recognizable stage that can be diagnosed before the effective decision to drop out. The study has the objectives of identifying the predictor variables for course dropout intention and to evaluate the mediating role of satisfaction with the course between Burnout Syndrome and the intention to drop. A total of 1,169 university students participated in the investigation by answering to a survey that contained items such as course satisfaction, intention to drop out, the Burnout Syndrome assessment scale, perceived stress scale, and a questionnaire about sociodemographic data, academic data and academic stressors. The predictive variables were Burnout Syndrome, lower satisfaction with the course, and the stressor too many disciplines to attend. Satisfaction with the course played a media-ting role between Burnout Syndrome and the intention to course drop out.

24

Authors: Raylane Andreza Dias Navarro Barreto, Alberto Inácio da Silva

This work aims to discuss the foundations and the way how the gender division based in the biologi-cal sex and the gender roles division was institutionalized in the Brazilian school. Methodologically based in documentary and bibliographic research this work highlighted distinct registers from laws and sparse decrees in the last 200 years, which can explain the invented traditions within the school and imposed to woman as elements of belonging into a specific gender. Theoretically, it assumes Hobsbawm (2018) binomial custom-tradition in order to unmask the temporalities of the mentioned tradition. Finally, this work highlights powerful elements for the invented traditions through and within school, that led to an education where women must be shaped and prepared under a male supremacy shield.

25

Authors: Renata Soares Motta, Manuela Ferreira

Western urban societies have been separating nature from culture, children, education, and life for centuries, having established a dichotomy that persists even in the praxis and research that promote young children's contact with the “natural” world. By dialo-guing with critical childhood studies, new materialisms, post-humanisms, and ecological epistemologies, we aim to reconsider “our” ways of being in/with the world beyond these bifurcating traditions and regard children also as nature, as beings entangled in various natures-cultures. Based on ethnographic research with children attending a private outdoor kindergarten in northern Portugal, we analyse and discuss how children interre-late with a forest and how the forest becomes entangled in their play. The engagement of children and more-than-human lives – birds, mushrooms, pine trees, chestnuts – in collec-tive ways of being, provides clues to repositioning educational practices and research in a common, heterogeneous, and interdependent world, valuing a spirit of companionship and kinship.

20

Authors: Gisele Brandelero Camargo, Marynelma Camargo Garanhani

The text brings reflections on ethnography, the less-adult attitude and triangulation as a methodolo-gical support for research with children. It was considered as a research with children that aimed to understand the children's point of view about how the experience of going from Kindergarten to the Early Years of Elementary School. Anchored in the studies of the Sociology of Childhood and the perspective that children are capable persons and producers of knowledge, social actors, creative and participants in the shared process of information construction. It is understood that the less-adult attitude is the most appropriate for this research context, since it respects the children's own logic and adapts the scientific elements so that they can be accessed by children. It is unders-tood that ethnography, the less-adult attitude and triangulation meet the specificities of research with children, making it a useful and efficient contribution.

22

Authors: Bernard Charlot , Carla Roberta Sasset Zanette, Nilda Nilda Stecanela

This study joins the field of investigation on the notion of the relationship with knowledge, developed by Charlot (2000) and his research team. The problematizations are focused on understanding the meanings attributed by Portuguese language teachers who work in Basic Education to the teaching process, evoking their desires, fears, perceptions. As a methodolo-gical procedure, field research was carried out, using an instrument with open questions. From these, teaching narratives emerged, which were analyzed and interpreted under the bias of Moraes (2003) Textual Discursive Analysis. From this process, two categories emerged: a) the teacher and the passion to teach and learn; b) teaching Portuguese Language: the art of modeling words. In this sense, the results obtained show that understanding the relationship of the teacher with teaching presupposes understanding the relationship with knowledge, in its different dimensions.

22

Authors: Paula Trindade da Silva Selbach, Maria Beatriz Luce

This study aims to understand the institutionalization process of professional development policies for professors in five public universities in southern Brazil, based on the concepts of space and place. We mapped, in the websites of the universities, the spaces that take care of the task of promoting their own professors’ formation and we conducted interviews with eight managers. In the organizational structure of the universities, these policies are carried out by the pro-rectories that deal with teaching and/or undergraduate issues, a perspective that was reinforced by inter-views. Only one institution does not have this space well defined and reinforced in institutional documents. The other universities are already more advanced in this process, constituting them-selves as a place for professor training. We point out that professor training actions should not be restricted to one pro-rectory, since the university pedagogy requires a broad articulation of university functions.

23

Authors: Lucia de Fatima Dinelli Estevinho, Antonio Carlos Rodrigues de Amorim

The text presents the results of a research theoretically involved on the Philosophy of Difference with the purpose of analyzing the creative processes in the experiencing of teaching in two teacher education courses. The expressive effects are a cartography between the disciplines: School and Culture (Unicamp) and Biology and Culture (Federal University of Uberlândia – UFU). Cartography as a methodology of research provided the thinking as a rhizome, as interspacing in--between, in connection, and not in hierarchies. The in-between is never the decal, it is always the creation, the openness. We understand that, in the exercise of teaching, putting thought in move-ment is a challenge in the exercise of teaching, an exercise in which, besides the written word, images play a key role. We are also anchored ourselves in the research-creation methodology, a way of doing research that is corporeally experimental. The findings have shown that the creative act took place through paths that involved the proposition-provocation from materials coming from different arts, which provided differentiated learnings.

24

Authors: Antônia Bruna da Silva, Sandra Maria Zakia Lian Sousa

External and large-scale evaluation intensified as an initiative of municipalities in Brazil since the mid-2000s, as a measure supposedly aimed at measuring and/or developing the quality of edu-cation. This paper presents the results of a study that aimed to analyze the motivations of Brazilian municipalities to create their own evaluation, based on the findings of a research on large-scale evaluation at the municipal level, completed in the country between 2004 and 2020. The study was designed as a qualitative meta-synthesis. The base consulted for the bibliographic survey was the Brazilian Digital Library of Thesis and Dissertations. Although they have different motivations, these initiatives at the municipal level have in common the association between evaluation and quality of education, and they are related to the national and state systems of basic education evaluation.

22

Authors: Franceila Auer, Vania Carvalho de Araújo

The paper aims to analyze the most constant justifications of families that demand enrollments for their children in public institutions of full-time early childhood education in the municipality of Vitória - Espírito Santo. It adopts as methodology the documental analysis of eight judicial and extrajudicial lawsuits treated by the Public Ministry and Court of Justice. In light of Hannah Hannah's thoughts, it problematizes the relationship between judicialization, law and politics. The results indicate that the enrollments requested by families are associated with their socioeco-nomic needs, such as paid work inside and outside the home, and life situation marked by risk and social vulnerability. We conclude that, although the right to early childhood education is considered public under the constitutional point of view, in a context of scarcity of vacancies, the judicialization of education leads the right from private demands and private interests, without any public interlocution, which brings the right closer to the "merit of necessity".

23

Authors: Maria Celi Chaves Vasconcelos, Gilmara Rodrigues da Cunha

The study addresses the trajectory of Mariana Carlota de Verna as the first teacher of d. Pedro II, and what led her, later, to receive the title of Countess of Belmonte. The main objective is to highlight the circumstances in which she assumed the position of preceptor of the heir to the throne of Brazil and some of the difficulties she faced to remain in it until the sovereign’s majority. On a more specific level, we sought her mentions in the periodicals of the time, analyzing how she was seen and portrayed in the nineteenth-century society of the Second Reign. The methodological procedures refer to a historical and essentially documental research, whose sources were, to a large extent, consulted in the personal archive of a countess’ descendant, besides being collected in periodicals from the newspaper library of the National Library and in studies already carried out on her. We concluded that Mariana Carlota de Verna had a strong influence on the emperor, although she kept a certain discretion in relation to her position, being considered the reference of maternal affection for d. Pedro II.

24

Authors: Natanael Reis Bomfim, Walter Von Czékus Garrido

This qualitative approach study was carried out in the context of the Subúrbio Ferroviário (railway suburb) of Salvador/Bahia. The objective was to analyze how social representations about the future of young people from the periphery contribute with images that can reinforce socio-educa-tional practices. Supported by the ideas of Moscovici (1978) and Jodelet (2001, we understand that individuals construct social representations from which cognitive images emerge translated into socio-symbolic and affective constructs, which should be valued as social thoughts of socio--educational practices exercised in their living spaces. We used the semi-structured interviews and the AT-9 protocol with the three young people from the Platform Cultural Center, and we analyzed the data according to the precepts of the Argumentative Strategy Model. The results revealed images of possibilities and expectations for the future in which the awareness of social reality is present in socio-educational practices.

24

Authors: Gioconda Ghiggi, Angela Scalabrin Coutinho

The present article aims to analyze the academic productions on of migration and refuge in Brazilian Early Childhood Education, published between 1988 and 2021. As a theoretical refe-rence, we make use of studies about the current Brazilian migration and studies of the Sociology of Childhood. As a methodological approach, we carried out a Systematic Literature Review (SLR), in which 32 productions were located that highlighted five recurring themes: families and children; mother tongue and the host language; education professionals; educational institutions; and the right to education and educational policies. As results, we point out that in the last four years (2018-2021) there was an increase in the number of researches involving Early Childhood Education and the theme of migration and refuge, which highlighted situations of racism and lack of public policies that consider migrant and refugee children. The findings indicate the need for further research that considers Early Childhood Education and children from 0 to 5 years old, migrants and refugees.

25

Authors: Taís Flôres, Natália Gil

This article presents a historical analysis about the career and remuneration of teachers in the municipality of São Sebastião do Caí/RS, between 1932 and 1964. Books containing records of payments made to employees of the municipality of São Sebastião do Caí and the municipal legislation were mobilized as documentary sources for the study. The research was carried out following the procedures of the “historiographic operation”, as proposed by Michel de Certeau (2000). In dialogue with the reference literature in the field of the History of Education, the analysis highlights permanencies concerning to the teachers' devaluation. The examination of the sources points out important aspects regarding the way of joining and leaving the teaching profession, the differences in classification and remuneration of teachers working in the schools of the municipality and also the comparison with the amounts received by other workers in the same municipality in that period. It also presents the analysis of the salary received by municipal teachers in comparison to the national minimum wage, including the equivalence of weekly working hours.

20

Authors: Daiane Guczak, Rita de Cássia Marchi

Este artigo tem por objetivo refletir sobre questões éticas em pesquisa com crianças pequenas (três a quatro anos) em um Centro de Educação Infantil), destacando os sinais de assentimento e questionamentos em relação à presença da pesquisadora no campo da investigação. Com abordagem qualitativa e aporte teórico na Sociologia da Infância, a pesquisa tinha por obje-tivo compreender a reprodução interpretativa de conteúdos digitais realizada pelas crianças. Na geração dos dados foram utilizadas técnicas da etnografia (observação participante, entre-vista semiestruturada, diário de campo, conversas informais e oficinas de desenho e reconto de histórias. Os resultados mostram que a obtenção do assentimento das crianças é um processo complexo e em permanente negociação (FERREIRA, 2003). E que a ética na pesquisa vai muito além dos Termos de Consentimento Livre e Esclarecido – TCLE, estando acima de tudo alinhada com as atitudes do pesquisador em campo.

22

Authors: Guilherme Cordeiro da Graça de Oliveira, Evely Boruchovitch

ansiedade é uma sensação associada à preocupação, à angústia ou ao medo que acarreta consequências negativas para a aprendizagem. O presente artigo tem por objetivo caracterizar a ansiedade de estudantes do ensino médio e examinar se existem diferenças em relação ao gênero e ao ano escolar dos alunos. Participaram da pesquisa 957 estudantes do ensino médio de escolas públicas e particulares de duas cidades brasileiras. Os dados foram coletados pela escala de ansiedade do Inventário de Estratégias de Estudo e Aprendizagem − Learning and Study Strategies Inventory (LASSI). Diferenças significativas nos escores da escala de ansiedade em relação ao gênero e à escolaridade foram encontradas. As alunas reportaram significativa-mente mais ansiedade do que os alunos. Os estudantes do terceiro ano apresentaram menores índices de ansiedade do que os demais. Espera-se contribuir para o avanço das pesquisas sobre o tema e nortear ações que reduzam a ansiedade no contexto educativo.

23

Authors: João Paulo de Lorena Silva, Marlucy Alves Paraíso

Como vivem as crianças queer? Que infâncias são essas que, habitando o “entre”, buscam escapar de toda e qualquer definição? O que marca essas infâncias? Que modos de vida estão produzindo? Este artigo, instalando-se nas teorizações pós-críticas, faz um mapa dos rastros de infâncias que chamamos aqui de monstruosas e desenvolve o argumento de que há, na con-temporaneidade, a insurgência de infâncias queer, desidentificadas dos atributos universais de gênero historicamente instituídos. Mostramos que essas infâncias são atravessadas e constituídas pelas linhas da precariedade, da estética e da política, que se movimentam para produzir, por um lado, a normalização, o controle, a disciplina, a diferenciação e, por outro lado, o escape, as resistências e a produção de outros modos de vida. Mostramos, por fim, que essas infâncias, investigadas na pesquisa que subsidia este artigo, são obrigadas a conviver com a dor, a tristeza e a exclusão desde muito cedo, mas também povoam a vida de possibilidades múltiplas, cam-biantes e alegres.

23

Authors: Alessandro Augusto de Azevêdo, José Danilo da Silva Viana

O artigo discute o conjunto de significações do espaço escolar de sujeitos idosos que reto-maram seus estudos, matriculando-se na EJA em uma escola pública em Natal, Rio Grande do Norte. Reconhece, com base em Scoralick-Lempke e Barbosa (2012), o fenômeno do prolongamento da etapa vital, resultante de processos de ampliação de direitos e avanço na qualidade de vida de parte significativa de pessoas no planeta, apresentando desafios no tocante às demandas educacionais. Entende, assim como Gonçalves (2015), que o envelhe-cimento é um processo multidimensional, multidirecional, gradual e irreversível. Do ponto de vista metodológico, o trabalho se estruturou no diálogo com histórias de vida, a partir de Glat (1989) e Josso (2007), analisando as significações dos sujeitos, nas quais o retorno à escola surge como um momento de reparação da negação ao direito à educação, quando infantes, e de acolhimento de suas necessidades de socialização e de partilha de experiências e apren-dizados, de acordo com os seus próprios projetos de vida.