Revista on line de Política e Gestão Educacional

12

Authors: Geandra Cláudia Silva Santos

At present, opportunities for access to educational rights come up with the approval of documents inserted in the repertoire of public policies, which guarantee to students with special educational needs (NEE) the compulsory enrollment in the regular school and participating in the attendance at all levels of education. The objective of this study is to describe the organization of special education in Ceará the state education system, as of the 1988 Constitution, to identify articulations with national public policies and the development of own initiatives directed at the effective inclusion of students with NEE. For that, a documentary research was conducted, aimed to the study of legal and technical devices available within the scope of the administration of education in Ceará. Statistics have shown the growth of student enrollments in the regular schools, in replacement to the specialized classes / schools, the expression of national public policies, which ratify, at least in legal terms, the precepts of inclusive education.

14

Authors: Rogério de Morais, Arlindo Lins de Melo Júnior, Tiago Cesar Domingues

The teacher's role as an organic intellectual takes place on a battlefield, which is the school itself. This dispute refers to the production of a conception of the world that is coherent, articulated and organic according to the popular will, starting from the pedagogical relations between all the individuals that constitute the living educational work. We aim to understand the role of the teacher as an organic intellectual linked to the school involved in the context of social, political and economic issues. The concept of organic intellectual for the philosophy of Antônio Gramsci is developed, relating to the role of the teacher in capitalist society. In this text, the scientific essay is used as a methodological strategy. In addition, it is understood that when there is a unity between theory and practice in the teacher's work, praxis, the same will exercise the function of organic intellectual linked to the material and immaterial needs of the social group in which the teacher can succeed in its scientific-philosophical, educational-cultural and ethical-political engagement.

16

Authors: Flavia Gonçalves da Silva, Elisangela da Silva Bernado

This article presents elements that compose the current debate on the Integral High School in Brazil, more specifically, the public policy entitled Teaching Higher Education Program created in 2009 by the Federal Government and implemented in the different states of the Federation and the school designed by Antonio Gramsci. Seeks through approximations and / or antagonisms to talk with the ideas of this author and others like Frigotto; Motta (2017) and Savianni (2003) who focused on the subject of secondary education in Brazil. The possibility of using Gramsci's concepts in the development of a more egalitarian secondary school was part of the construction of this study. The methodology used was qualitative research, supported by documental analysis and bibliographical research.

19

Authors: Anaisa Alves de Moura, Francisca Neide Camelo Martins Rodrigues, Stela Lopes Soares, Heraldo Simões Ferreira

The main purpose of this article is to investigate learning difficulties as limiting the literacy process. In this context, it was used for the investigation of several theoretical references to clarify the importance of the psychoeducator, its intervention and preventive work and its role in the school environment and the educating, from its context Social, cognitive, psychic and organic. It was used as a methodology for this study a revision of literature, analyzing several bibliographies, based on renowned authors who studied deeply the topic addressed. After analyzing, it is reaffirmed that the psychopedagogy contributes to the education broadening the possibilities of search and reflections on the learning process.

22

Authors: Regina Célia Linhares Hostins, Olívia Rochadel

In considering the importance of approaches to educational policies that critically analyze the trajectory of social and educational policies in the search to evaluate the results and effects of these policies, notably in the context of neoliberalism, the objective is to discuss the theoretical-analytical method developed by Stephen J. Ball. With focus from the field of Sociology of Education or the "Sociology of Policies", called Policy Cycle Approach and Theory of policy enactment recognized in Brazil as Theory of interpretation / translation of politics in the context of practice, Stephen Ball made expressive contribution of the approach to discussions in the field of educational policies. To meet the general objective of the research, the theoretical-methodological productions of Prof. Dr. Stephen J. Ball, notably in the 2003 - 2013 decade; the main concepts discussed by the author in the context of the sociology of policies were identified, and content analysis procedures based on Franco (2008) were carried out.

26

Authors: Andressa Graziele Brandt, Filomena Lucia Gossler Rodrigues da Silva, Sonia Regina de Souza Fernandes, Franc-Lane Sousa Carvalho do Nascimento, Nadja Regina Sousa Magalhães, Joelson de Sousa Morais

The purpose of this study is to analyze the representations that students of a Bachelor's Degree in Pedagogy of a Federal Institute (IFs) of the State of Santa Catarina possuem em relação a compreensão do conceito de curriculum and suas implicações nas curriculum policies of Basic Education. In this research of qualitative character, we use as a method semi-structured interview with open questions as an instrument of information queue, as well as conducted with 08 undergraduate students of the 7th and 8th semesters of the referred course. The results show that the perceptions of two graduates are based on curriculum comprehension as an instrument of transformation, on two levels of school, planning, curriculum, hidden and evaluated, whether they are represented by students or school culture elements, or by national curricular policy, seja, part of the curriculum, all elements of a curricular development, quais são imbricados pela cultura.