Revista Ibero-Americana da Estudos em Educação

9

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

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

14

Authors: John Alexis Rengifo, Carmen Helena Díaz Caicedo

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

14

Authors: Marta Regina Furlan de Oliveira

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

14

Authors: Aliandra Cristina Mesomo Lira, Marcos Gehrke

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

15

Authors: Andréia Jaqueline Devalle Rech, Tatiane Negrini

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

16

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

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

17

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

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

17

Authors: Juares da Silva Thiesen

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

17

Authors: Isabel Koltermann Battisti, Cátia Maria Nehring

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

19

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

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