Educação

6

Authors: Angela Hess Gumieiro

Resenha

7

Authors: Eduardo Cristiano Hass da Silva

Resenha

14

Authors: Eduardo Oliveira Sanches; Divino José da Silva

This theoretical study aims to analyze the Beaminian images of flâneur and childhood, approaching them, to reflect on the idea of an apprentice flâneur as a figure who keeps alive in his perception of the world a sensitivity that refuses linear discourse, Which leads him to the indirect path in relation to the knowable objects. From these deviations emerges the aura of things, from which one can have the possible experience with the modern; The sensitivity of the child as equivalent to that of a flâneur; And an understanding of the culture of the child, being constituted, in part, from the remains of history, on the margins of adult culture, in another, by the deviations originated by the child's action in its protagonism. The protagonism of the child and the deviant mode as it approaches the things of the world endow the same ability of the flâneur, according to the possibilities of the child, which brings us the idea of the apprentice flâneur. In terms of method, the threshold formed by the approximation and play of images between these two figures has the potential to amplify the understanding and importance of both the image of the flâneur and the notion of childhood in Walter Benjamin's work.

15

Authors: Gabriel Sausen Feil

This article proposes a method that deals with the way we write about the authors of the educational area. This method is entitled “Biographematic Method” to be constituted from the notion of biographeme, presented by Roland Barthes in Sade, Fourier, Loyola (2005a), Camera Lucida (1984) and The Preparation of the Novel (2005c). The article is justified by thinking of new ways of expressing writing in Education. Its conclusion is expressed in the articulation, on the theoretical plane, between the notion of biographeme and what Gilles Deleuze and Félix Guattari (1992) call conceptual personae, aesthetic figure and psychosocial type. As the article argues, when a writting appropriates an aesthetic figure or a conceptual personae or a psychosocial type, it necessarily doesn't appropriate the author as a Subject, which is a condition for the task of finding (inventing) biographematical traits.

17

Authors: Clara Silva

Italy is traditionally marked by phenomena of bilingualism, and multilingualism. The attention on those aspects has been growing in the last thirty years, since the increase in the presence of children of immigrants in schools has revealed their specific needs, including those related to learn Italian. This paper gives a synthetic overview of the main outcome of linguistics studies, focusing on the general coordinates the topic of teaching and learning Italian, as a Second language, is placed whithin. The paper focuses on some crucial issues around which intercultural pragmatics develop – including interlingua, transfer, and the gap between First and Second language, and psychosocial factors –, which affect Second language acquisition. Our aim is therefore to show how the topic of learning the language of the host country is connected not only to strictly linguistic, but also biographical, factors.

17

Authors: Andréa Villela Mafra da Silva

The article presents documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) that highlight the prevalence of Information and Communication Technologies in the direction of contemporary educational policies contributing to the discourse of emptying and expropriation of teaching work. The interpretation of the documentary corpus in this work is supported by the Critical Discourse Analysis (ACD), formulated by Norman Fairclough (1989, 2001). Fairclough is recognized for its significant contribution in establishing a methodological framework that allows us to investigate the relationship between discourse and social change,specifically with the language production practices within which social life is produced, whether economic, political or cultural. Fairclough's theory proposes to analyze the role of language and other semiotic elements, such as images, in the reproduction of social practices and ideologies. It is concluded that the discourses of UNESCO have in their principles the tendency to the technological fetish without, however, mentioning the modalities of teaching or methodologies necessary to the intensive use of ICT in Education.

17

Authors: Gabriel Moreira Beraldi; Francisco Roberto Pinto Mattos; Aira Suzana Ribeiro Martins

This paper aims to answer the following research question: "How can multigraded classes of the Youth and Adult Education, combined with the use of technologies, contribute to the teaching-learning process?”. To do so, it aims to investigate the contributions of multigrade classes and the use of digital didactic resources in the teaching-learning process of the student of the Young and People Education. Regulated by specific legislation, Young People and Adult Education has been widespread as an important means of inclusion in recent years. However, in some institutions it is allied to the reality of multigraded teaching, which involves students from different grades in the same classroom. Recent research, shows the challenges faced by teachers in working Young People and Adult classes. This research is qualitative and it was used a bibliographic research and semi-structured interview in a sample of 20 high school students of multigraded classes of the Youth and Adult Education modality of one branch of the SESI/RJ School. The conclusions pointed to a positive evaluation of the junction between EJA, multiseriate and digital didactic resources.

18

Authors: Filipe Gabriel Ribeiro França

In this paper, are presented narratives produced during a master's research from the meetings with seven teachers who self identify as gay. Use as a theoretical and methodological framework poststructuralist perspective. Through this perspective could discuss the ways in whichs teachers are constituted as homosexual teachers and discuss how these teachers will be producing power relations, in relations with each other and especially how they relate to the academic institution. The narratives obtained indicate that assuming oneself as a homosexual teacher organizes the way in which the subject behaves in school, experiencing a continuous process of negotiation with the other and with himself. In addition, these teachers will boldly create their own existences and distance themselves from the heteronormative pattern of being. This is significant because they and they break with heteronormativity, suspending the beliefs and binary logics that surround us by curtailing the experience of different ways of life.

19

Authors: Rosali Rauta Siller; Vânia Carvalho de Araújo

The paper endeavors to analyze the contact, right and recognition of Pomeranian children that arrives at monolingual preschool institutions speaking only their mother tongue (Pomeranian) or in the condition of bilinguals, also speaking the Portuguese language. Based on the bibliographic and documentary research, it was possible to identify, in the sphere of normative documents, that it is recent in Brazil the conquest of rights that guarantee a differentiated, intercultural and bilingual childhood education and the public policies that prioritize, in the school, the use of the mother tongue of Pomeranian children. It was concluded that this model of education that is attempted to be built, must, mainly incorporate the language, which maintains the memory and identity of the Pomeranian people, as a heritage to be studied and valued. It needs to happen, above all, but not only in the institutions of early childhood education in the Pomeranian communities, reaffirming the right to difference, which is still a great challenge that requires the commitment of all of us.

19

Authors: Lurima Estevez Alvarez; Elisabeth Brandão Schmidt

This study, whose focus is Aesthetic-Environmental Education (AEE), an emerging area in value Education, aims at researching its development in Brazil, based on Pablo René Estévez’s work at the Universidade Federal do Rio Grande – FURG, RS, Brazil. Therefore, from a dialectical materialist perspective, the aesthetic orientation of Environmental Education (the origin of AEE) is studied, its groundbreakers are defined and the aesthetic sustainability of the human condition is analyzed. Estévez´s main contributions to Brazilian Education are highlighted. Finally, the incipient, but significant, character of AEE, in terms of whole personality development, conceived in the association between the emotional mind and the rational one – a milestone in the teaching-learning process in contemporary schools – is outlined.

19

Authors: Catia Piccolo Viero Devechi; Benedetta Bisol

This article seeks to discuss the education sciences from two understandings in the academic discussions on the subject: the idea of reducing the study of such sciences in favor of training in skills necessary for educational practice and, as a counterpoint, the defense of the importance of these sciences for the formation of educators capable of a more informed understanding of the complexity of the educational phenomenon, either as an individual process or from the social point of view. It highlights two significant moments in the history of pedagogical studies through reference to two classical authors, namely Herbart and Dewey, analyzing questions of principles, formats and purposes of the education sciences in the current context, taking into account more recent socio-political-economic transformations and their import for the organization of the educational system, also in its pedagogical aspects. It concludes that if we defend that education has not only marketing, but also social, cultural and human purposes, the education sciences should turn to the demands of the world of life, perhaps finding in the discursive conversation the possibility of continuing to fulfill its role in face of the ever-new challenges of human formation.

20

Authors: André Luis Marques da Silveira; Gabriela Würzius Zambenedetti; Vinicius Gadis Ribeiro

This paper discusses university extension in brazilian education. Methodologically, this work is based on literature -If Review concerning the selected theme. At first, it presents an historical view of the concept of university extension. Next, it reflects on the value of extensionist action in the design field under a dialogical perspective that seeks to overcome problems through social development. Throughout the discussion, it proposes a frame of guidelines to support extensionist actions in the field of design, concerning three groups of guidelines: General guidelines for extensionist practice; Guidelines for teaching-learning in extension; Guidelines for Design in extension, that is, design approaches more aligned to extensionist context and its values.

20

Authors: Pedro Ribeiro Mucharreira; Belmiro Gil Cabrito; Luís Capucha

This research emerges in the follow up of a research project, funded by the Portuguese Ministry of Education, and which supported a new legal regulation regarding the size of classes. The present article aims to promote a reflection toward the benefits derived from the class-size reduction, looking, in this sense, to demonstrate that the costs resulting from this are usually overvalued when they are determined on the basis of a worker's gross cost to the State, and not taking into account the corresponding net costs. For this academic exercise it was taken into account the Portuguese case and the costs of a teacher for the public education system in Portugal at reference prices of 2017/2018. In addition to these net costs, it is necessary to consider other factors that justify the use of a policy of reduction of classes in Portugal. These are the positive pedagogical effects on students' learning - particularly in the most disadvantaged socioeconomic contexts -, the financial savings resulting from the amounts applied in programs to promote school retention, as well as a spillover effect in the medium to long-term resulting from a more educated population. This work intends to contribute to a better reflection on this subject, sensitizing different educational actors for a closer approximation to the relationship between cost and direct and indirect benefits that may result from a policy of class-size reduction.

20

Authors: Paulo Romualdo Hernandes

This article examines the reform of secondary education, edited by law 13,415(BRASIL, 2017). Particular attention will be paid to the establishment of a ceiling of 1,800 hours for the fulfillment of the teaching of school contents, as well as to the new composition of the curriculum and its flexibility. The study has as theoreticalmethodological foundation the historical-critical theory, in its dialectical conception of research and in its position on the reason of being of the school. It was found that this flexibilization of the curriculum, from a discourse of modernization of the curricular structure, will bring several difficulties for schools, especially those maintained by the Public Power, to fulfill their social function – the transmission and assimilation of developed knowledge – promoting high inequalities in secondary education.

20

Authors: Carlos Eduardo Marques da Silva; Simone Ferreira Teixeira

Environmental Education has been pointed as a way to materialize renewed forms in the human-environment relationship in the face of today's serious social and environmental problems. It was sought to reflect its institutionalization from the Decade of Education for Sustainable Development, in order to identify and characterize the attention dedicated to the consolidation of an Education oriented to the principles of Sustainability in Brazil. The article is a bibliographical-documentary survey and seeks to reflect how the precepts instituted as pertinent to an Education for Sustainable Development have been embodied in the Brazilian reality, discussing issues related to its institutionalization, internalization in school curricula and public funding. It is verified, despite the large academic and institutional production, that such education remains marginal and secondary in the Brazilian reality.

21

Authors: Karen Elisabete Rosa Nodari; Sandra Mara Corazza

This article deals with the curriculum of project Escrileituras: reading-writing in the midst of life, developed through transcreation workshops, by the empiricaltranscendental mode of Gilles Deleuze, from 2011 to 2014, in its four university nucleuses: UFRGS (coordination), UFPel, UFMT and UNIOESTE. This account implies to go back to the context of that experience, in its under-representative space, which means to articulate its Spaces, Images and Signs (the EIS unit) with Author, Children, Curriculum and Educator (the AICE unit), with the purpose of describing the field of experimentation. In this sense, it is necessary to indicate the ideas that subsidized the planning of those workshops, ways of creating the curriculum and the development of materials and forms. The analysis of the Scripts (26), which were answered by the members of the nuclei, points out particularities in the problematic fields proposed, although the total amount of them uses, in its procedures of creation of the curriculum, the potency of the artistic signs.

21

Authors: Débora Rogéria Neres De Souza Garcia; Carina Elisabeth Maciel

The purpose of this paper is to analyze the conceptions and the role of the State in its present time, aiming to understand how the formulation of social Policies take place and the implications on the educational field. This is a study bibliographical and documentary that uses the explanation about the elaboration and implementation of the Pnaes, to exemplify the relationship between State e social policies. The results indicate that the Pnaes it is a social policy implemented in federal educational institutions with the goal of reducing the difficulties faced by students in situations of social vulnerability. We concluded that the State and government combine interests to the materialization of programs and actions destined to minimize Social fractures, by means of policies that favor the democratization access to higher education, including, recommending the permanence of students at this level of education, having as one of its programs the Pnaes.

21

Authors: Rafael Henrique Santin; Terezinha Oliveira

This article is about the proposal of Thomas Aquinas for the formation of teachers and professors, in the Occidental Christians Civilization. Ours analysis, inserted in the History of Education and founded on Social History, has an objective to demonstrate how Thomas Aquinas, Dominican theologue of the 13td century, understands the formation of teachers and professors from a corpus theoretical-educational that is focused in the profound knowledge of human nature and in the political commitment with a determined project of civilization. In this sense, is important to consider the relationship between the ethic and the teacher training on the Thomas Aquinas’ work. The fonts for this article are the Questions 16 and 17 of the De Veritate, that are about the synderesis and the conscience. Thus, the problem is why the teachers and professors of the 13td century needed to know these elements of human action.

21

Authors: Siderly do Carmo Dahle de Almeida;Alvaro Martins Fernandes Junior; Viviane Marques Goi

Education is a protagonist in the programs of countries that outlined the goal to value the life quality of its citizens. This situation points to the imminence of achieving a speedy, legitimate and effective return to the interruption of cycles of poverty and the establishment of objectives that promote freedom, harmony, and progress. Considering the context of public policies regarding the use of technologies in schools, the objective of this paper was to understand if the pedagogical proposal of digital inclusion is already a national reality. For this, a study was carried out based on 4 official documents. Among the issues raised is that there is not much difference regarding the use of ICTs between public and private schools, that the cell phone is pointed out as the medium through which the Internet is accessed the most and that when an institution emphasizes the digital culture, it assumes the centrality in the formation of more autonomous students.

21

Authors: Fabiano Oliveira Moraes; Monique Linciano de Azevedo Costa

It aims to understand the educational practices performed through the propagation of oral narratives of traditional narrators and the relationships between traditional narratives, self-experiences and education, reflecting on the entanglements between oral narratives and the constitution of the subjects. To do so, it uses the concepts of narrator and experience of Benjamin (1979) and of pedagogic device, experience and self-awareness of Larrosa (1994, 2004). With a qualitative approach, according to the methodological procedures, a case study that takes as a corpus the narratives, collected by recorded interview from Geni de Oliveira Ramos, a traditional narrator from the village of Povoação (Linhares-ES), located on the north bank of the Rio Doce mouth. From the transcription of the interview (DELGADO, 2006; MARCUSCHI, 2007), the data analyses points out eventual relationships of the collected stories with the Brazilian myths (CASCUDO, 1983; 1998). This study analyzes the narratives in the light of the theoretical reference, highlighting sections directly related to the elements of tradition and to the self-experience within the scope of the institution of pedagogic devices and educational practices in the time and space of the narration. Finally, it highlights the relevance of the research in the record of the community’s memory for its process of re-existence in face of the current situation of the Rio Doce, pointing to possible actions of transmission of selfexperience from Dona Geni’s narratives to the new generations.

22

Authors: Ana Claudia Dantas Cavalcanti

This paper aims to analyze how citizen participation, in the field of dialogic rationality, permeated the collective construction of public policies for youths and adults education, in the period 2012-2015 in Pernambuco. It adopts a theoretical framework that considers the citizen in the field of dialogical rationality. This research uses the qualitative methodology and presentes, as source of data collection, semistructured interviews involving education professionals. The evaluation of the data is based on the content analysis of Bardin (1977). The results indicate that the public policies for youth and adult education are guided by a managerialist logic, which weakens the possibilities for dialogue and participation (HABERMAS, 2012). Despite the weakening of participation, subjects in this field, sometimes, use autonomy in an attempt to reverse the dominant logic.

22

Authors: Edna Martins; Maria de Fátima Carvalho; Renata Marcilio Cândido

This paper describes an experience of a Pedagogical Residence Program in Early Childhood Education conceived and carried out at a public university in the State of São Paulo. The purpose of this study is to contextualize in detail the immersion of residents in the schools of children's education, taking as elements of analysis the concerns, observations and reflections recorded in fieldwork notebook referring to the years 2015, 2016 and 2017. The analysis are made based on the issues of greater concern reported by the students in the daily process of internship and are on the themes: space organization; routine; school management; school-family relationship; the contact with writing skills and diversity in school. It is concluded that such experience can be understood as a way of breaking the dichotomy between theory and practice, presenting itself as a place for many voices in dialogues related to school culture and teacher training with a view to an educational praxis that can be traced in the children's public school.

22

Authors: Jéssica Kurak Ponciano;Ronaldo Desiderio Castange;Márcia Regina Canhoto de Lima ;José Milton de Lima

The purpose of this article is to reflect and reflect on the similarities between Law 13.415 / 2017, which was drawn up after the parliamentary coup of 2016 and Law No. 5.692 / 1971 created after the military coup of 1964. The analysis we undertook, to identify the effects and conceptions of both on education for the popular youth. To support this reflection, the following works were used as basic texts: "Educational Policy", by Eneida Oto Shiroma, Maria Célia Marcondes de Moraes and Olinda Evangelista; and "The New Law of Education: LDB, trajectories, limits and perspectives", by Demerval Saviani. The choice of the theoretical framework that will support the analysis was due to the importance they have for the understanding of Brazilian public educational policies. After a critical reading of Law No. 13,415 / 2017, comparing it to the analyzes of Law No. 5,692 / 1971, undertaken by the authors of the above mentioned works, we conclude that both legislations seek to break with the propaedeutic character of High School and; in addition, they aim to provide education for the youth of the working classes, relegating to them a teaching of a purely technical character, whose main purpose consists in the formation of labor and inputs to the neoliberal capitalist market.

22

Authors: Albertina Lima de Oliveira; Marco Antônio Franco do Amaral

The multiple challenges in educating and training adult audiences in contemporary societies have led to the need for more reflection and research on the core competences of adult education professionals, both at national and international levels, in order to provide services with high quality. In this context, listening to the voice of those who have devoted themselves to theoretical and political reflection, as well as to the agents who have built up knowledge based on experience, is of great importance. This study intends to identify the key competences of the adult educator in contemporary society and to contribute to enrich the national and international debate on this theme. In order to cross-check multiple perspectives, we conducted a Delphi study that included a panel of 14 academic experts and field agents with substantial experience working with adult audiences. After 4 rounds, it was possible to reach a significant consensus. The analysis of the proposed competences led to the following 7 clusters: ethics; mobilization and recognition of prior learning; learning facilitation; methods of education, training and learning; planning, management and evaluation of the training process; self-development; and connection to the community. The set of competencies reported are mostly based on humanistic, reflexive and critical theoretical frameworks.

23

Authors: Caio Rudá de Oliveira

Higher Education as we know it nowadays is the result of a historical process of institutionalization of knowledge that began around the 11th to 13th centuries, when the first corporations of teachers and students began to emerge in Europe. These groups, traditionally referred to as the pioneers of Bologna and Paris, have evolved over the last centuries of the Middle Ages until they have acquired the university form. The paper presents the evolution of the university idea from medieval times to the present day, by focusing on the role it has been playing in its relation to societies. Relying on the view of important thinkers of the university theme, it seeks to expose the shift from an exclusively idea of teaching and training to the research, extension and services to society missions, within a process of convergences and contradictions that make up the field of higher education in a global age.

23

Authors: Maria Cristina Afonso Ferreira; Maria de Fátima Matos de Souza

This article is part of a master's research about a perspective of the permanence politics inside one campi of the Instituto Federal de Educação do Pará (IFPA), pointed in this study as actions of the National Program of Student Assistance. The approach is qualitative, beacause it is developed by the strategy of study case, and uses data samples; documentary research and semi structured interviews with six students of integrate and subsequence High School Professional Education courses. It is point out the visions about the Student Permanence Politics, considering the thematic analysis unitis, on the choose of actions and permanence in the course. The data collected revealed that in the IFPA campus have a Internal Student Forum to the action choices, integrating the students of High School, but is necessary improve the ways of students participate of it according to the needs of them. It was identified that the students attribute to the policy of student studies strict influence with the permanence in the course. I conclude that in the campus the Student Permanence politics actions, in the most part of time is linked with the payment of financial aid by budget contains.

23

Authors: Janaina Moreira de Oliveira Goulart; Daniela Patti do Amaral

The present discussion proposes to reflect on the participation, in the perspective of democratic management, of the members of the school councils within the Rio Janeiro state network, based on the analysis of the texts produced by the State Secretariat of Education (SEEDUC/RJ) and the contexts that influenced the institution of the school councils in this network. The article presents a debate about the setting in which the school councils were instituted in the state schools and, for that, the official texts that deal with the competences of the members of the organ were analyzed. The absence of the deliberative character of this collegiate is emphasized as determined by the legislation that regulated it. The discussion brings elements for the reflection of social transformation through the participation of the subjects, proposing a dialogical and participatory process that does not depend exclusively on laws, but which, above all, is articulated with the purpose of realizing the ideals of a more just society, starting from more horizontal relations. We believe that the absence of deliberative character may interfere with the strategies of democratic management, leading to the belief that it de-characterizes the conception of participation in its broadest sense, giving rise to a more similar form of participationism.

23

Authors: Ana Maria de Oliveira Pereira; Acacia Zeneida Kuenzer; Adriano Canabarro Teixeira

This article is part of the theoretical constructions and practical interventions occurred on the elaboration of the thesis which purpose was to comprehend how the use of digital technologies can contribute to the building of geographic knowledge of High School students, stimulating them to the youth protagonism. The tasks were oriented based on the following problematic: What is the potential existent in the use of digital technologies of information and communication to the building of geographic knowledge in High School attempting to stimulate the teenager's youth protagonism? This problematic was drawn based on the vision that, most of the time, school subjects seem to be disconnected from the students' daily lives. The exploratory research had as procedure the study of multiple cases, which included three Geography teachers and their respective classes totaling sixty students. The practical activities of the research were conducted by the method of the inverted classroom, with intensive use digital technologies. With this activity, it is noted that the using of digital technologies during class provides to the student a better involvement with the content, as well as the stimulation of youth protagonism. On the other hand, it clarifies the necessity of using specific digital technologies to these classes, for the opposite could increase the possibilities of comprehension of the digital technologies as an alternative to the development of the activities in class.

23

Authors: Fernando Abel Mavungo

This study has as focus the planning of teachers, evaluation and school repetition, echoing the concerns of Angolan society in general and Cabindan in particular, regarding the high number of students which suffer the problem of school repetition. Its objective seek from the analysis of the bibliography related to these three categories to reflect on what is said and what is done in the schools of the 1stcycle in Cabinda and its effects on the students’ school reality. Therefore, it is a qualitative research, based on the bibliographical approach, having as objects of analysis and reflection the official documents of ministry of education, books and articles produced by local and foreign researchers and some works done by teachers who teach in this cycle. It is understood that although research and pedagogical practices show the importance of these pedagogical tools, the same in the daily life of many teachers it is no more than a simple bureaucratic formality, lacking the concrete actions that place the student at the heart of the activities that are planned, executed and evaluated in the classroom, taking him as a concret person. In conclusion, it can be argued that studies involving this school problem should continue, seeking how to improve the pedagogical doing of teachers. However, it appears that the quality of the teacher`s daily planning has reflexes in the results of the students’ evaluations and affects the school repetition rates that are observed in these schools in Cabinda.

23

Authors: Darlan Marcelo Delgado; Luiz Roberto Gomes; Maria Betânia Darcie Pessoa

This essay debates the technological progress trends and their relation with education specially concerning the teachers´ training in the contemporary scenario. The main interest lays on the vocational and technological education and their potential social demands as well as the possible consequencies and impacts of the accelerated development and dissemination of ethereal and extracorporeal technologies on the social and particularly on the labour arena. Evolving from the theoretical and epistemological basis of the Philosophy of Technology and Jürgen Habermas works the essay provides an analytical frame designed to debate the teachers´ training considering the possibilities offered by some of the educational administration tools that may contribute to tackle today´s educational challenges. Organizational learning and communities of practice concepts are taken as fruitful approaches to improve teachers´ training.

23

Authors: Sheyla Werner; Cláudia Rodrigues de Freitas; Ricardo Burg Ceccim

From the journey of a pedagogue having their residency on the field of mental health, the article discusses actions from this professional category on psychosocial care. The approach reveals its path and cartographic output, preceptory and tutoring towards health. From all the interventions taken place, the work of action developed with workers and youngsters from a social-educational unit is highlighted and as a conclusion it’s seen how much pedagogues have to offer on collective mental health, being called upon and requested in various ways, offering education through health, and education as health itself. A lack of offer of health training for pedagogues is also noted, a subject in need of debate.

24

Authors: Daniela Santos Silva ; Juracy Marques dos Santos

This article deals with aspects of the human nature of children. The child presents the reminiscences of the construction of the personality of the man, tonicities that evolve throughout the life and that can be thought in its representations. This study brings together partial results of the master's research in Human Ecology and SocioEnvironmental Management (PPGECOH-UNEB), and aims to investigate the representations of Nature, based on children's environmental perception in the school context in the municipality of Juazeiro-BA, analyzing and describing the language of the child, based on the theoretical contribution of the Social Representations. Methodologically, we make participant observations, notes in the field diary, mental map workshops and interviews about the drawings and the conception of Nature in the children's perspective. The results presented an Ecoperceptiva vision of Nature, the children reveal elements immersed in reflections that deal with the anthropic actions in the environment, highlighting the mystique linked to the essence of life, in a deep bond of care, affection and respect for Nature.

24

Authors: Paulo Sérgio Garcia; Nelio Bizzo;Sanny Silva da Rosa

This study analyzes the perception of science teachers who work in the final years of elementary education (students from 11 to 14 years old) on their professional development, considering the national reforms in Education of the last decades, especially the implementation of the Large-Scale Assessments (LEAs). The grounded theory was used as a methodological approach to collect data with these professionals (N = 77), in the region of the great ABC Paulista, one of the richest in Brazil, located in the metropolitan region of the state of São Paulo. The data revealed that, after the implementation of the LEAs, the provision of teacher education became even more deregulated, affecting the professional development of science teachers. These policies have established a context of inequality of teacher education and professional possibilities within the municipalities, and the most aggravating, within the school itself. Departments and Directories of education and schools are offering greater opportunities, resources and time for teacher education in the areas of Portuguese and mathematics. This misalignment of teacher education began after the implementation of the national reforms. The results of this research can be used in the context of universities, in the courses of teacher and principals’ education and along to departments of education.

24

Authors: Adriano Ferreira de Paulo; Joselina da Silva

This work deals with religious questions in the educational field, considering that, since Brazil is open to religious plurality in its constitution, it usually brings with it problems regarding the students' belonging to the confession of their beliefs, or even the acceptance of the other, if this belief is different of what is considered the standard. This is most evident if we take the religions of African matrices as the basis - namely, for this research, Umbanda and Candomblé - establishing a scenario of rejection by the stereotype created, in social scope, from some religious segments, being ours object of analysis a Christian, Catholic movement, coming from the bosom of Catholic Charismatic Pentecostalism: the New Communities. . This research has a qualitative character, where written sources of the Shalom and Canção Nova Catholic Communities were analyzed, both being a reference in this Catholic environment, in contrast to the guidelines of the documents generated by law 10.639 / 03, on the valorization of Afro-Brazilian culture On education. The writings that depart from these cited Catholic communities provoke a look of prejudice and discrimination in relation to the beliefs of African matrices focused in this study. We understand that a greater deepening by teachers in the cases involving Law nº 10.639 / 2003 is necessary to become agents in compliance with the legislation, in favor of affirmative actions multicultural, open to interreligious dialogue, in which the school community is the biggest beneficiary in this process.

24

Authors: Amanda Pereira Santos; Eder Batista da Silva; Ana Lúcia Bezerra Candeias; Maria Aparecida Tenório da Costa

The Neighborhood of Recife, a patrimony of the state of Pernambuco, has a unique dynamic, and is part of the cultural and affective imagination of Recife, as it is part of the history of the formation of both the city and the state. In this way, it is important that it be worked in the classroom, in an interdisciplinary way, bringing the formal contents closer to the daily life of the students. To overcome this challenge, an environmental education, linked to mobile technologies is essential, because only then the learning process will accompany the frenetic pace of the globalized world. Faced with this reality, environmental education, together with M-learning, respects the learning time of each student, and enables the construction of knowledge at any time and place. The objective of the research is to analyze the way in which high school students appropriate knowledge about the Neighborhood of Recife using mobile technologies. For this, the qualitative methodology was used, with participatory workshops with students from the three years of high school, from a reference school in the city of Recife. During the activities, participants were able to use smartphones to search and share news. The analysis of the discourse of the students allowed us to affirm that, the mobile technologies are important during the learning process and with them help was possible to build knowledge about the Neighborhood of Recife.

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Authors: Marta Regina Paulo da Silva; Renata Fernandes Borrozzino Marques

This article presents the results of a survey conducted with 5-year-old children in a municipal pre-school in Santo André/SP. It is a research of intervention, whose objective was to construct a pedagogical practice dialogic from the circles of culture proposed by Paulo Freire. It assumes that children read and communicate the world from the moment they are born through multiple languages. However, in an adultcentric and grafocentric society such as the Brazilian, their voices end up being silenced in the different instances of socialization, among them the educational ones. The research problematized the silencing imposed on the children and the urgency to listen to them, having as theoretical reference the studies of Paulo Freire in interlocution with researchers of the childhood. The intervention took place from the circles of culture, with the theme generator gender relations, since this theme was recurrent among children and given its relevance to the heteronormative society. The results show that children’s reading of the world is imbued with their everyday experiences, where in a dynamic movement they appropriate, confront and rename culture. In the collective, through the circles, they put in debate their worldview on the subject, which made it possible to rethink the binary opposition to the social roles attributed to men and women. This reveals the power of working with circles of culture with children, showing that an educational practice marked amorousness and dialogue opens the way to a critical-liberating education.

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Authors: Clarice Zientarski; Hermeson Claudio Mendonça Menezes; Sônia de Oliveira da Silva

This work analyzes the actions and actions of the Fortaleza Municipal Council of Education, in the State of Ceará, in the period (2014-2016), with the aim of problematizing and identifying whether it presents itself as a public space of social control and control, as a mechanism of popular participation, it also seeks to understand the possibilities of Democratic Management in a context of capitalist society (in full productive restructuring), riddled with policies that aggravate the Brazilian social crisis, such as the reforms and counter-reforms that reinforce the exclusion of a large part of the Brazilian population from the process educational. Methodologically, this is a qualitative-quantitative research, whose instruments of analysis are the minutes of the meetings of Municipal Council of Education of Fortaleza that took place in the triennium 2014-2016. It concludes from the documents and data obtained through the UNCME, that although it is still an imperfect instrument – considering that there are institutional problems for its installation, action and action , the council consists of a public space for social control and management (democracy in the liberal conception) and becomes an embryo for a collegial management, in which an articulation with the interests of the community is possible.

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Authors: Sandra Cristina Rodrigues Lopes

This article is based on the dialogue between the historical-cultural and psychoanalytic approaches to develop a reflection on the importance of autobiographical narratives as a mechanism of investigation of the identity construction of the subject. From the consideration of how the subject appropriates written language, according to historical-cultural psychology and the analysis of the cathartic function that the autobiographical narrative is able to produce in the individual, other fundamental points are revealed in relation to the learning of the essential contents for the development of the subject and its critical insertion in society. For this, he observes the relationship established between writing as a projection of the self and the traumatic events, intimate life histories of this subject, inasmuch as he proposes an analysis on autobiographical narrative as a vehicle for investigating the implications of these problems for the learning and development of language; in addition to drawing attention to the aspect of the cathartic and sublimatory function of autobiography to express conflicts and rework them through writing.

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Authors: Leticia Cavassana Soares; Valdete Côco

In the context of Early Childhood Education, this article focuses on the theme of play in the interface with continuing teacher formation. Starting from a research that sought to understand the enunciations about play in the formative processes in an Early Childhood Education institution, we intend to analyze the senses produced from the understandings about play and to identify the enunciated interactions regarding to play situations. Integrating an expanded research on the initiatives of continuous formation, this study, which thematized the play, was accomplished in a qualitative perspective with anchoraged in theoretical and methodological bakhtinian references. In an exploratory approach, training meetings were held at a Municipal Infant Education Center, with the following procedures: observations of continuing education activities, interviews, questionnaire application and conversation groups. The result points to the importance attributed to play regarding the collaboration of play in the development of children (especially in the acquisition of skills), the incentive to different learning, the evaluation feedback, as well as to encorage situations of interaction and socialization. In this context, the statements evoke the production of meanings about the forms of playfulness in the ECE, regarding adultoriented activities, and also to the playful activities developed by and among children, making visible the potentialities of the diversity of situations that emerge in the educational context.

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Authors: Rita Melissa Lepre

The goal of this article is to present a review of Moral Education in the Brazilian school, based on official documents and propose alternatives for teaching praxis in this area of knowledge, based on the studies of Psychology and Genetic Epistemology. For that, we carried out an analytical research on the revision of Moral Education in Brazil and on the need to rescue this theme in the face of the new contemporary challenges regarding the construction of moral values, from a Piagetian perspective. The results demonstrate the urgent need to retake the issue of education in values in educational guidelines and ratifies the importance of the interdisciplinary dialogue between Psychology and Education aimed at this end.

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Authors: Renata Meira Veras; Erika Silva Chaves; Daiane da Luz Silva

Teacher training is one of the decisive elements for the improvement of the educational system, since the vision of professionalism underlies a given training program, both in its content and in the way it is organized. Based on this, this study aims to analyze the hours of training activities in UFBA undergraduate courses. Based on an exploratory research of the documentary type, 1,355 mandatory component components were analyzed in the 38 undergraduate curricula of the UFBA, in the daytime and night shift in the period of April / May 2018. The results indicated that in relation to components that include the pedagogical dimensions, supervised internships and pedagogical practices, whose objectives are focused on teacher education, the courses that presented an expressive workload were Pedagogy, followed by Theater, Night shift Computing, Natural Sciences and Physical Education. The course that presented the lowest hourly load in this group was Dance of the day shift. Thus, it is verified that the teacher training in UFBA undergraduate courses needs revision to fit the new requirements of the Curricular Guidelines.

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Authors: Valmor Rhoden; Valeska Maria Fortes de Oliveira

This paper aimed to compare the National Curriculum Guidelines for Public Relations between Brazil, Argentina and Uruguay, and reflect on the training received by university students in that area. The methodology relies on bibliographic research and documentary support. Higher education represents the preparation of the professional for the world of work and in this article, the Brazilian reality is compared with that of neighboring countries in what concerns the teaching of Public Relations in the digital scope. Higher education represents the preparation of the professional for the world of work and in this article, the Brazilian reality is compared with that of neighboring countries in what concerns the teaching of Public Relations in the digital scope. Results showed that only in Brazil there are nationally specified guidelines, created in 2013. Regarding the workload, there is a significant difference between the countries under analysis. And concerning the current scenario, which inserts the profession of Public Relations in the digital culture, we realize that such a change is incipiently discussed by the official Brazilian documentation. Also, another point observed is that, in Argentina and Uruguay, Public Relations courses have the autonomy to create their own content.

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Authors: Marlon Dantas Trevisan; Gilvane Reinke; Simone de Cássia Soares da Silva

This text reflects on the use of learning packages in the pedagogical routines of kindergarten. Quantitative data are presented, revealing that the acquisition of these materials by municipalities has expanded as public policy at the national level. In this paper, Bakhtin (2011), Vygotsky (1991), Peirce (2005) and Dewey (1979) will analyze how concepts on the acquisition of language, experience and sign, among others, of communicative nature appear in the project discursive use of materials, especially in a didactic unit collected from a well-known teaching system, aimed at the age group of five years. In this way, the work is methodologically characterized as semioticdocumentary analysis, concluding that if, on the one hand, the exercises analyzed enchant the images, layout and some advances, on the other, they reproduce traditional procedures of language teaching, accentuating children's dependence in relation to the educator, not valuing orality and spontaneous writing, among other expressions of their protagonism in learning. Due to the conflicts inherent to the adoption of such pedagogical apparatuses in the context of Kindergarten, it is defended the need to broaden the debate on this, so that the adoption of the apostilled systems can be re-evaluated without prejudice to childhood.

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Authors: Eveline Ximenes Tomaz; Rui Neves

Considering the growth on demand for Body Modifications (MC), particularly young people and teenagers, this evolution currently becomes as an important subject to be discussed in the educational development. Regarding the perspective of minimizing some of the concerns associated with these actions, is proposed extra knowledge about its supporters, objectives and meanings. Using the internet as a basis of promotion for MC knowledge, this study is supported on YouTube (video sharing site) with an investigation focused on the nature of the MC and It will be performed by the subjects throughout their life. We chose the Sautering web series, a 8 episodes set, available until July 2017. For the analysis, stood selected the first 3 episodes, involving a total of sixteen subjects interviewed. Objectives: i) characterize the users of techniques for corporal modifications; ii) identify the first contact with MC; iii) describe the meaning of these CM for each individual. In methodological terms it was a qualitative approach focused on descriptive basis, built on the content analysis of the interviewees' discourse. The most common modifications are tattoos and piercings; the interest in making use of MCs starts in adolescence, under different influences; the meanings are related to important historical facts, personal tastes, idols, registers of realized achievements and others. Considering the relationship between MCs and health risks, the relation with self-esteem and identity development, it was important the insertion of the theme at school, promoting knowledge and settlement to young people and trainers.

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Authors: Ananda Nocchi Rockett; José Marcelo Freitas Luna; Antônio Fernando Silveira Guerra

The present article focuses on Environmental Education actions on consumerism, developed by the Terra Limpa - Educação Ambiental Program, created in 1998, in Balneário Camboriú. From the literature review about the Program, the following emerges as a gap: studies on consumerism. For this purpose, we analyzed the Action Plans of the Program, from 2012 to 2016. The present research has as general objective to indicate the Environmental Education actions that has been developed by the Program, around the consumerism. Specifically, this article has the following objectives: to indicate the actions foreseen in these documents; and understand how they are developed. This article has a qualitative methodological orientation, the technique used was the documentary research, and the way for the interpretation of the collected data was the Análise de Conteúdo. The results, so far, showed that the actions as conscious consumption, solid waste and recycling are included in the Program. The ways in which the Program develops its actions are through lectures, workshops, promotion of environmental management in schools, consultancy for students, development of campaigns and awareness activities. Based on what this study demonstrates, the reflection on the Environmental Education actions that have been developed by the Terra Limpa Program, in relation to the consumerism, can point out new possibilities, and maybe direct these activities, more and more to the formation of critical, reflexive and strengthened subjects to exercise their citizenship.

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Authors: Catarina Fernandes Delgado

The present study aims to understand the reality of preschool in Cabo Verde, focusing on policies and practices. In which concerns the data collection, we chose data triangulation, using both qualitative and quantitative approaches. The study allows us to conclude that preschool in Cabo Verde officially emerged in 1990, by the publication of Basic Law on Education, it appears as an educational subsystem. In which regards to the practices, we noticed there is more than 70% of coverage in many kindergartens in several communities across the country, and there are many perspectives that allow its organization and extension. On the order hand, we verified weakness related to the training of preschool staff and other issues, those who are trained to teach are performing in another educational subsystem. We noticed a weak training of employees, that is, most of them have low skills which do not allow them to have a solid background practice. Preschool needs clear regulating acts in which concerning to recruitment of teaching staff, the opening of kindergartens and other issues.

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Authors: Cristian Oyarzún Maldonado; Rodolfo Soto González; Karina Moreno Díaz

This article presents the results of a literature review on managerial policies applied to school management and teaching work in Chile. Through guidelines of a type of revision called Realistic Review, 67 publications from the period 2003 - 2018 were analyzed. The results show that this institutional context restricts the possibilities of agency of educational actors through prescriptions arranged in various mechanisms of standardization and accountability. Teaching work tensions that arise from imbalances between the prescriptions of the institutional framework and contextual elements such as local conceptions of teaching and others linked to the precariousness of working conditions are also recognized. These findings are discussed in terms of improvements to current institutions and challenges for research.

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Authors: Ronaldo Santos Santana; Cássia Geciauskas Sofiato

Currently, researchers in science education are exploring fields of investigation that have long been neglected, due to lack of research. These include the still-scarce studies involving science education for students with intellectual disabilities. In this context, the purpose of this article is to present the results of the implementation of a pedagogical practice involving the use of different pedagogical strategies implemented by a science teacher in the final years of elementary education to teach a student with intellectual disabilities. The theoretical frameworks that supported the elaboration of the applied strategies were methodological pluralism in science teaching and research teaching. In order to achieve the objectives of the study, a qualitative research was carried out, based on the evaluation instruments of the science teacher and on documents related to the student, filed at the school. Data were analyzed through a discursive textual analysis. The analyzed data indicate that it is possible, and necessary, to use different strategies to teach science to students with intellectual disabilities, such as the use of playful, multi-sensory didactic resources involving different languages and research activities. Some challenges were also highlighted, namely the limited paid time available for the planning of the pedagogical activities and the large number of students in the classroom. The discussions presented herein can aid teachers and researchers in the field of science teaching to understand how to teach one and all.

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Authors: Viviane Lameu Ribeiro; Raquel Lazzari Leite Barbosa;Sandra Eli Sartoreto Oliveira Martins

From the late twentieth century, researches intensify discussions about the foundational role of Sign Language in the educational development of deaf child. In Brazil, Brazilian Sign Language - Libras was officially recognized as the first language of the deaf community and its use and diffusion are guaranteed by legal documents that, in the same sense, provide for the education of the deaf to occur in a bilingual context. Deaf children born into deaf parents homes interact in Sign Language, naturally, like listeners in the auditory-oral language. Therefore, deaf children of hearing parents face difficulties in relating to family members if there is no opportunity to appropriate Sign Language at the suitable time, what interfers negatively in their linguistic and educational development. Although the role of family is made clear and established in legal documents and specific guidelines of the Ministry of Education and the Secretariat of Special Education, regarding the importance of Sing Language learning by family members, programs designed for this purpose, are goals to be pursued by Brazilian Schools. In this way, this study aims to analyze such implications, expanding the discussion about the need to offer family actions in bilingual educational programs that, among other aspects, defend the deaf child's right to interact in the world in/through Libras. In view of the above, it is believed that the Norwegian program Se mitt språk (See my language) can be a relevant reference for future and urgent actions in this regard, which could be verified based on qualitative analysis of observations and written records, through Diary Research, as well as promotional materials and report of the program, collected during a study group visit to that country, sponsored by the Rotary International Foundation.

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Authors: Lucila Maria Teixeira Nunes; Sandra Regina Gregorio; Gilmar Ferreira Vita

The present research had as objectives to characterize the profile of the graduates of the area of Teaching of the Technical Knowledge of the Programa de PósGraduação em Educação Agrícola (PPGEA), of the Universidade Federal Rural do Rio de Janeiro (UFRRJ), professors of the Institutos Federais de Educação, Ciência e Tecnologia of the Brazil (IFECT), and recognize the Program's contribution to its professional training and qualification process. The study was descriptiveexploratory, quantitative and qualitative, carried out with a population of 36 masters. The methodology used was data collection on the subjects, carried out in the secretariat and website of the Program, and application of questionnaire. The results showed that the majority came from the Southeast region (40.17%), graduated in Agricultural Sciences (20.60%), and with teaching time over 15 years (62.80%). With regard to the professional performance, it was verified that the majority taught to the High School (48.20%), acting in addition to teaching in research and extension activities (22.20%), and guiding students in Scientific Initiation programs, local projects and organization of events (61.10%). After completing the master's program, all the graduates reported better technical knowledge (41.30%), better remuneration (33.30%) and greater confidence in teaching (25.40%). It was also established that the PPGEA has reached its goals regarding the construction of knowledge and training of its egress, confirmed by 100.00% of the informants, when they stated that reached their partial expectations (16.70%) or fully (83.30%).

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Authors: José Júlio César do Nascimento Araújo; Marcondes de Lima Nicácio

The article has as its main objective to discuss the locus category of teacher training in Brazil and the actual politics of the Federal Institutes of Education, Science and Technology as new locus of teacher training. The research is based on bibliographic revision and documental analysis on the theme. The first part of the text brings a historical panorama on the teacher training and the second part analyses the categories locus and level of training in evidence on the politics from the 1990s trailed to the complex productive reorganization of the country and originating from the propositions of the international organs. On that perspective, it builds up a neoliberal pattern of teacher training which has proclaimed to the current days. In the final considerations, questions are raised trying to question the teacher training indicating such effects as: the instability of the profession, the acceptance of multiple training spaces, the no guarantee of a socially referenced formation and the difficulty in fulfilling the goals of the National Plan of Education (PNE, Plano Nacional de Educação) (20142024).

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Authors: Paulo Sérgio de Almeida Corrêa; Renato Pinheiro da Costa

The present study aimed to identify the relations established between social subjects and the State, through the communication occurred through the language used in the legislative texts of the presidents of the State of Pará, at the time of the imperial period. What are the mechanisms used by society to have access to educational law in the villages of the interior of the then Pará Province during the imperial period? Bibliographical and documentary research concerning the nineteenth century was carried out. In addition to instituting their interference in society from the legal rules, the Brazilian State and its Provinces, in the imperial phase, also circulated the regulatory norms through newspaper, reports, the press, in the organization and curricular functioning, in the selection of knowledge officials taught in school institutions, and by inspections and control over the work of teachers, so as to include the other in the discursive we based on the rationality of public actions and the way the distribution of social roles is effected, especially with the provision of the right education and access to the First Letter Schools as their premises in the granting of privileges and the imposition of duties.

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Authors: Bruno Santana da Silva; Adja Ferreira de Andrade

Results of social movements for people with disabilities inclusion in society have reached college education. Federal higher education institutions (FHEI) go through a major milestone with modifications in the quotas law, which from the annual selection of 2018 reserves vacancies for people with disabilities. Teacher’s attitudinal barriers are one of main challenges these students will face in FHEI, as they have pedagogical and administrative impacts. Continuing the inclusion of people with disabilities in higher education needs to find ways to eliminate teacher’s attitudinal barriers. In this context, it is important to investigate successful experiences of FHEI to address these barriers. This work aimed to understand how the inclusion culture evolved at Federal University of Rio Grande do Norte in ten years before the quota law (2008-2017), from the perspective of teacher participation in research and extension projects related to the disability theme. A documental descriptive study was carry out on all projects registered in the academic computer system of the university. Collaboration among teachers and interdisciplinarity were the main characteristics of the evolution of research and extension projects related to the disability theme at the university. These characteristics seems to have played an important role in elimination of attitudinal barriers and in dissemination of inclusion culture in research and extension. As a consequence, almost all centers have been involved in these projects, with a wide variety of addressed themes and disabilities.