Revista on line de Política e Gestão Educacional

2

Authors: Mirlene Ferreira Macedo Damázio, Edvonete Souza de Alencar, Paloma Alinne A. Rodrigues

Higher education nowadays has been questioned about its results. In this sense, thinking of higher education in the face of this current reality, respecting the singularities of this level of education, should be the goal of institutions and their managers.

12

Authors: Adriana Campani, Rejane Maria Gomes da Silva, Maria do Socorro Sousa e Silva

We conceive the university extension experiences relevant for pedagogical innovation in the formative processes in the university, because in them there are possibilities of intercultural dialogues between communities that struggle for recognition and inclusion. We understand that for pedagogical innovation it is necessary curricular innovation. (Campani, Silva and Parente, 2018). Based on the studies of Santos (2008), Bondia (2002), Popkewitz (2001), Hall (2006) we define curricular innovation as a reinventive intercultural experience sustained by a socially constructed epistemology embodied by an inclusive curriculum. In this article, we aim to analyze the contribution of the University Extension Program, the Incubator of Economic Solidarity Projects - IEES, for the process of curricular innovation of the State University Vale do Acaraú. This Program aims to empower communities to undertake and work in the solidarity economy. In analyzing the teachers' statements about their experiences of extension in the Program under study, we identified that, in creating differentiated ways of knowing and relating to knowledge in processes of interculturalities and inclusion, they intend to break with the scientific regularities, thus enhancing curricular innovation.

15

Authors: Allana Glauco da Silva, Mônica Pereira dos Santos, Manoella Senna

In this essay, we performed a bibliographical study on literature that presented our key words together in the academic platforms of Scielo and Eric, as well as an exploratory study on the curriculum of physical education licentiateship course of the Federal University of Rio de Janeiro. The aim was to see if the themes of management and autonomy are included in its grid. We set off from the premise that the presence of these concerns in the initial training of graduates in physical education licentiateship course can contribute to minimize the (negative) image of common sense about physical education teachers as mere "football players". This is so because, depending on the curricular design of initial formation, such prerogatives, when present in the grid, could help train professionals not to worry just with the technical and competitive part of the physical education. It could also train them to see teaching physical education as a field of knowledge in itself that can contribute to the formation of ethical and political professionals, mobilized by the defense of human rights and the common good. The results showed the absence of such themes in the curriculum of the course and a low incidence of articles that bring the key words together, which for us can be an indicator of the reasons why the negative image of these professionals exist in the common sense

16

Authors: Mayara Ferreira de Souza, Mirlene Ferreira Macedo Damázio

In the context of some schools, it is necessary to expose the transversality of the teacher of Specialized Educational Attendance (AEE, Portuguese initials) and the necessary connections in the inclusive perspective to ensure the inclusion and teaching/learning of special education target students. The school and the National Policy for Special Education in the Inclusive Perspective underscore the need for these connections. Thus, this study is a bibliographic research with the practical objective of contributing with teachers of the AEE, demonstrating actions of the service for the inclusion and promotion of target students with equity and quality in the development and teaching/learning process. We have seen that teacher education in an inclusive perspective and the transversality of service throughout the school, with the organization of twelve actions in favor of this perspective, are aimed at ensuring communicational and pedagogical accessibility.

17

Authors: Paula Maria Aristides de Oliveira Molina, Paulo Oliveira Rios Filho

The offering of higher education programs outside of the capitals of Brazilian states seems to have opened a very intense discussion on the need for new pedagogical approaches closely related to the specific socio-cultural contexts of these places. The Brazilian national political panorama of recent years has generated a set of reformulations on the Education Guidelines and Basis Law – Law n. 9394/96 and, with it, new ordinances and resolutions from CNE – National Chamber of Education. In this direction, the pedagogical projects of Music Teacher Formation Courses have been undergoing curricular reformulation which often exceeds and suppress the actual specific local needs. In this paper, we present and discuss the creation and implementation of an interdisciplinary music teacher formation course at a public university in Maranhão, Brazil, under the demand for innovation. The goal here is to better understand the concept of pedagogical innovation in an interdisciplinary degree aimed at the music teacher's training, to be able to outline the possibilities of pedagogical management for better results and finally to list formative processes in music that could turn to pedagogical strategies that catalyze innovation processes. We seek to understand how the concept is seen in different contexts and situations and confront them with a methodological model of the area of Music, that from Artistic Research. This movement has led us to the unifying principle of methods in Artistic Research, the artistic practice and therefore the creative practices in a broader way, starting a chain of relations that has signaled to us how much Artistic Research and Pedagogical Innovation can contribute to a certain sight flexibility from the part of artistic-educators and educators-artists as something essential for the opening of innovation spaces, including in the very process of seeking for common points in both areas.

18

Authors: Maria Angélica Augusto de Mello Pisetta, Mylene Cristina Santiago

The tensions between teaching, extension and research appear as points of convergence of a practice under construction. They reveal the ethical impasses that mobilize the process of a teaching increasingly attuned to the daily work of the researcher in the cities. We think of extension as an ethical, interdisciplinary doing, emphasizing the investigative stance, which makes of each challenge and problem encountered, an opportunity not only to discover a question, but a resource to seek, propose and carry out actions pertinent to the educational objectives drawn; seeking relationships between daily actions and actions at a macro level, visualizing the needs and possibilities of an education for all. Here we articulate extension and praxis, including autistic; applied psychoanalysis; curricular accessibility; training processes.

20

Authors: Marcela Openheimer, Paloma Alinne Alves Rodrigues

For a long time, people with disabilities have been excluded in society in several areas. From the twentieth century, there is a change with the creation of educational policies in order to promote school inclusion. However, it is still noticeable practices by teachers in Higher Education. Thus, this work aimed to analyze the perspective of the professors of the degree courses in Chemistry and Mathematics of a Federal University situated in the South of Minas Gerais on the inclusive theme. The type of research carried out is the case study. A semi-structured interview was conducted and a Content Analysis was conducted. It was found that there is a gap in the initial training of these teachers on the inclusive perspective and that there is a need for continuous training on the subject due to the lack of knowledge about it, so that it is possible to achieve the teaching-learning of the graduates with disabilities.

23

Authors: Mônica Vasconcellos, Sandra Maciel

Identifying elements pointing basic education and innovative pedagogical perspectives from undergraduates and teachers perspective is the aim of this study, resulting in teaching staff reflections by UFF Center for Teaching and Training of Teachers and qualitative evaluations carried out with students of Didactic Discipline. It promoted a (re)approximation with the school, generating individual records and interviews with basic school teachers, considered innovative by the graduates. In contrast to linking the concept of pedagogical innovation to technological apparatuses insertion, the fellow students expressed preoccupations with a more fair society construction, based on aspects such as teaching autonomy, dialogue, commitment and creativity. The political and social school recognition is the main locus of human formation and community, reflecting urgency on other scholar thinking and conducting ways are perspectives of the present discussion