Showing papers in "Revista Ibero-Americana de Estudos em Educação in 2021"

Políticas públicas como instrumento de valorização docente no Brasil

Abstract: This study presents concepts and models of typologies, cycles and analyzes of educational public policies, taking into account the political scenario and the historical and political context in which they are created and implemented, having as a starting point the 1988 Federal Constitution of Brazil and as final milestone of the 2016 coup d'etat discussion. It is a documentary research that is part of the field of policy discussions. The study highlights that the PNE and the National Curriculum Guidelines for Initial and Continuing Education for Basic Education Teachers can be alternatives to intermediate actions that encompass different aspects of basic education professionals. The valorization of these professionals must be guided by a policy based on some fundamental pillars that include training, remuneration, career and working conditions. This requires commitment from the government and organized society in the different spheres of governance within the spheres of the federated entities.

Ensino remoto na educação superior: impactos na formação inicial docente

Abstract: By pointing out social situations that impact the educational field, concerns arise about actions resulting from pandemic prevention measures caused by Covid-19. In this Direction, this article aims to reflect on the perceptions of students of the Pedagogy course, from the Federal University of Lavras, Minas Gerais, from the experience of remote teaching, verifying impacts on the initial education process of students. The reflection is part of different laws on remote education; distinction between remote teaching and distance education; the use of technologies and the covid-19 pandemic. The study highlights perceptions regarding the modes of personal organization of time, the process of autonomy of studies, skills of use of digital resources or the unfeasibility of access to the Internet network, which generated impacts on the learning process of students and on the modes of relationship with the different formative contexts.

Implementação da educação remota em tempos de pandemia: análise da experiência do estado de minas gerais

Abstract: The article analyzes the implementation of remote education in the State Network of Minas Gerais through the Regime de Estudo nao Presencial (REANP) in pandemic times. The research took place in three phases: a survey of the program's institutional frameworks; an analysis of the lines of action and comments in the communication channels provided by the Secretariat of Education (SEE). The data were organized into seven dimensions: (1) access to the program; (2) receptivity to REANP; (3) perceptions about the application and its functionalities (4) issues associated with the technology; (5) content; (6) adherence to remote education and (7) connection between the REANP axes. The data show the difficulty that SEE has faced in creating links and multilevel adhesion strategies between institutional actors, instruments, processes, technologies, territories, and their professionals. The data indicate that remote public education links and enhances social and economic issues and that SEE has minimized them in its design, linearizing the offer. No actions or strategies were found for students of special education, quilombola, indigenous and youth and adults. Users' perceptions point to two issues: the risks of remote education deepening social and educational inequalities and the adoption of virtual training strategies, supported by technologies, after the pandemic.

De enfermeiro(a) a professor(a): trajetórias de profissionalidade

Abstract: O campo de atuacao do(a) enfermeiro(a) tambem pode ser a educacao basica. Nesse sentido, esse artigo descreve a construcao da identidade docente de enfermeiros(as) que atuam como professores(as) no ensino medio da educacao profissionalizante, a partir de narrativas autobiograficas. Para tanto, desenvolvemos uma pesquisa qualitativa, de vertente filosofica hermeneutica, ancorada na abordagem autobiografica. Assim, aceitaram participar dez colaboradores enfermeiro(as) que exercem atividade em sala de aula por um periodo superior a dois anos na instituicao. As narrativas envolveram as trajetorias familiares, escolares e profissionais, permitindo conhecer as experiencias que os(as) marcaram e os(as) formaram, buscando atingir a profissionalidade que buscavam. Conclui-se que a formacao identitaria esta indissocialmente atrelada a producao de sentidos das vivencias pessoais e profissionais e que esse rito de passagem de um lugar a outro, requer aprendizagem dos novos modos de fazer profissional.

Educação e contradição no campo: e as escolas públicas?

Abstract: This article presents the results of a research carried out in ten municipalities of great territorial extension in the state of Parana, with the aim to understand the educational policy in relation to rural public schools. In this text, we selected eight municipalities considered extremely rural to expose contradictions present in the field and in education, based on documentary studies and interviews. The aim is to problematize micro-regions whose territory has the presence of large properties and agribusiness, alongside the work of the diverse peoples of the countryside. In these contexts, there are challenges regarding the guarantee to the right to education. They are marked by school closures, precarious roads that give access to the municipal headquarters, centrality of school transport for students, difficulty with the continuity of teachers in schools, among others. It is possible to conclude that the contradiction that generates exclusionary processes in the countryside resides in the concentration of land, in agricultural production for exportation that generates few job opportunities, and results in the policy of closing schools due to the low population density. When studying such regional contexts, it is evident the need for another project for the countryside, agrarian reform and public policies for the subjects to remain in the countryside.

Implicações da BNC- Formação para a universidade pública e formação docente

Abstract: espanolEl articulo analiza la Base Nacional Comun para la Formacion Inicial de Docentes de Educacion Basica (BNC-Formacion) y sus implicaciones para la universidad publica y la formacion docente. La metodologia prioriza la investigacion bibliografica, con enfasis en los teoricos que discuten la politica curricular y la formacion docente. En el analisis documental, tenemos como fuente al Dictamen no 22/2019/CNE/MEC y la Resolucion CNE / CP no 2, de 20 de diciembre de 2019, que establece los Lineamientos Curriculares Nacionales para la Formacion Inicial de Docentes de Educacion Basica y la Base Nacional Comun para la Formacion Inicial de Docentes de Educacion Basica. El analisis revela que la formacion docente se vuelve cada vez mas instrumental, utilizada para satisfacer las necesidades del capital. El locus de formacion deja de ser la Universidad para convertirse en la escuela, espacio prioritario de las acciones de docencia, investigacion y extension. portuguesO artigo analisa a Base Nacional Comum para a Formacao Inicial de Professores da Educacao Basica (BNC-Formacao) e suas implicacoes para a universidade publica e formacao docente. A metodologia privilegia a pesquisa bibliografica, com destaque para teoricos que discutem a politica curricular e a formacao de professores. A analise documental tem como fonte o Parecer MEC/CNE no 2.167/2019 e a Resolucao CNE/CP no 2, de 20 de dezembro de 2019, que institui as Diretrizes Curriculares Nacionais para a Formacao Inicial de Professores da Educacao Basica e a Base Nacional Comum para a Formacao Inicial de Professores da Educacao Basica (BNC-Educacao Basica). A analise revela que a formacao docente se torna, cada vez mais, instrumental, utilizada com o objetivo de atender as necessidades do capital. O locus da formacao deixa de ser a Universidade e passa a ser a escola, o espaco prioritario para as acoes de ensino, pesquisa e extensao. EnglishThe article analyzes the Common National Base for the Initial Training of Teachers of Basic Education (BNC-Training) and its implications for the public university and teacher formation. The methodology favors bibliographic research, with emphasis on theorists who discuss curriculum policy and teacher training. In the documentary analysis, we have as source the Opinion no. 22/2019/CNE/MEC and Resolution CNE/CP no. 2, of December 20th, 2019, which establishes the National Curricular Guidelines for the Initial Training of Teachers of Basic Education and the Common National Base for the Initial Training of Teachers of Basic Education. The analysis reveals that teacher training becomes increasingly instrumental, used in order to meet the needs of capital. The locus of training ceases to be the University and becomes the school, the priority space for teaching, research and extension actions.

Processos formativos de professores supervisores no âmbito do PIBID: sentidos atribuídos às atividades experienciadas na universidade e na escola

Abstract: espanolEste articulo tiene como objetivo comprender los sentidos atribuidos por los profesores supervisores del Programa Institucional de Becas de Iniciacion a la Docencia (Pibid) a las actividades vividas en la universidad y en las escuelas que participaron del sub proyecto Laboratorio de Practicas Pedagogicas. Se busco, por medio de un estudio analitico-descriptivo, analizar y discutir los datos de los relatos tecnicos producidos por ocho profesores supervisores participantes del sub proyecto del Pibid, en el periodo de 2014 a 2017, en conjunto con estudiantes becarios de Iniciacion a la Docencia (ID) y las profesoras formadoras coordinadoras del area del Departamento de Educacion de la Universidad del Estado de Bahia y los profesores coformadores de cuatro escuelas de educacion basica de la red municipal de ensenanza de Guanambi, estado de Bahia, que participaron de este programa. El analisis de datos indico que las actividades desarrolladas por los profesores supervisores en la universidad y en las escuelas del subproyecto Laboratorio de Practicas Pedagogicas, por medio de la participacion en los grupos colaborativos del estudio en el contexto de la formacion y de la practica docente, posibilitaron el compartir de saberes, experiencias y aprendizajes de la formacion y de la practica docente. El Pibid se constituyo como una alternativa de establecimiento de ese trabajo conjunto, aproximando la universidad de la educacion basica, por medio de un trabajo colaborativo. portuguesEste artigo tem como objetivo compreender os sentidos atribuidos pelos professores supervisores do Programa Institucional de Bolsa de Iniciacao a Docencia (Pibid) as atividades experienciadas na universidade e nas escolas parceiras no âmbito do subprojeto Laboratorio de Praticas Pedagogicas. Procurou-se, por meio de um estudo analitico-descritivo, analisar e discutir dados dos relatorios produzidos pelos oito professores supervisores participantes do subprojeto do Pibid, no periodo de 2014 a 2017, em parceria com estudantes bolsistas de Iniciacao a Docencia (ID), as professoras formadoras coordenadoras de area do Departamento de Educacao da Universidade do Estado da Bahia e os professores coformadores das quatro escolas da educacao basica da rede municipal de ensino de Guanambi, estado da Bahia, que participaram deste programa. A analise dos dados indica que as atividades desenvolvidas pelos professores supervisores na universidade e nas escolas parceiras do subprojeto Laboratorio de Praticas Pedagogicas, por meio da participacao nos grupos colaborativos de estudo no contexto da formacao e da pratica docente, possibilitaram o compartilhamento de saberes, experiencias e aprendizagens da formacao e da pratica docente. O Pibid constitui-se como uma alternativa de estabelecimento dessa parceria, aproximando a universidade da educacao basica, por meio de um trabalho colaborativo. EnglishThis article aims to understand the meanings attributed by the supervising professors of the Institutional Program for Teaching Initiation Scholarships (Pibid) to the activities experienced at the university and in the partner schools within the subproject Laboratory of Pedagogical Practices. We sought, through an analytical-descriptive study, to analyze and discuss data from the reports produced by the eight supervising professors participating in the subproject of Pibid, in the period from 2014 to 2017, in partnership with scholarship students from Teaching Initiation (ID) and the teacher coordinators in the area of Education Department of Bahia State and the co-forming teachers of the four schools of basic education in the municipal teaching network of Guanambi, state of Bahia, who participated in this program. The analysis of the data indicates that the activities developed by the supervising professors at the university and in the partner schools of the Laboratory of Pedagogical Practices subproject, through participation in collaborative study groups in the context of teacher education and practice, made it possible to share knowledge, experiences and learning from teacher education and practice. Pibid is an alternative to establish this partnership, bringing the university closer to basic education, through a collaborative.

A trajetória das Diretrizes Curriculares Nacionais para a formação docente no Brasil: uma análise dos textos oficiais

Abstract: The article analyzes the trajectory of the Diretrizes Curriculares Nacionais (DCN, 2002; 2015; 2019) in Brazil along a cycle circumscribed by five governments (Fernando Henrique Cardoso, Luis Inacio Lula da Silva, Dilma Rousseff, Michel Temer and Jair Bolsonaro). The documents were encoded based on four dimensions; (i) motivation and participation, (ii) guidelines for the temporality and structure of the courses, (iii) teaching professionalism and (iv) professional development. By articulating the official texts over almost 20 years, the analyzes reconstruct its trajectory in the field of teacher education, marked by advances, setbacks and ruptures. Between 2002 and 2015, the DCN emphasizes more critical training, combining initial and continuing training, in addition to professional development. The post-coup of 2016 reveals a worsening of the process of devaluation and weakening of the professional status of teaching, manifested in the DCN/2019.

Educação comum ou especial? Análise das diretrizes políticas de educação especial brasileiras

Abstract: Based on a documental research on the different brazilians governments Special Education policy guidelines in the documents of 1994, 1999, 2001, 2008 and 2020, this article aims to discuss the conceptual and terminological changes to refer to the Special Education public in the country, as well as the educational support offered for the education of this population. Our analysis points that the documents from 1994 to 2008 indicate advances in terms of guaranteeing educational rights from an inclusive perspective by incorporating principles of the social model of disability to the detriment of the medical model. It has also strengthened and expanded the enrollment of people with disabilities in basic and higher public education. However, in September 2020, the current government published a decree establishing a new Special Education Policy, few weeks later suspended by a Supreme Court precautionary measure, which again favors segregation in private assistance institutions. Among other aspects, the proposal takes a ride on the liberal economic discourse of disclaiming responsibility of the state, according to which families would have the right to "choose" the type of education they want for their children.

Helena Potiguara: biografia da educadora indígena (1954-2009)

Abstract: The research deals with the biography of Maria Helena Gomes, known as Helena Potiguara, an indigenous educator of recognized leadership, in the Potiguara ethnic group, for her educational role in the city of Crateus-CE. Located in the field of the History of Education, with a theoretical contribution to Cultural History, the study aims to understand the educational background and political practices woven by educator Helena Potiguara, which gave it in the Potiguara community (1954–2009). Through the methodology of oral life history intertwined with documentary sources, a hermeneutic biographical narrative with an emphasis on Helena Potiguara's formative and political trajectory is elaborated. The results show that Helena Potiguara broke the silence of her ethnic origins through her work with the ecclesial communities of the Catholic Church, leading a differentiated indigenous education, which allowed her to lead collective mobilizations in the identity representations of the indigenous people in the city of Crateus.

A percepção de coordenadores, professores e alunos sobre a formação inicial de professores de educação física em desenvolvimento integral da criança

Abstract: The perception of coordinators, teachers and students about the teacher's initial formation of the physical education in the integral development of the child, is characterized how a study that sought verify the perspectives these actors about the INITIAL formation provides the approach of the physical education in a logic of integral development of the children, in the courses OF initial formation of the teachers’ physical education of the two public universities of the Ceara State. This study it was development through of a methodology of the qualitative investigation, descriptive, interpretive concretized by the data collection performed though of semi structured interview. How result it’s possible verify that the participants’ big perception of the study in the two courses of the initial formation of the teachers in physical education studied, the provide formation contemplate knowledge that form and prepare to job with the integral development of the child. However, some actors too point to complementary formations and continuous like important elements in the professional performance in integral development of the child.

Ensino remoto emergencial: investigação dos fatores de aprendizado na educação superior

Abstract: Coronavirus's spread forced educational authorities to implement emergency measures to combat the discontinuity of learning and spread the virus. In this sense, most institutions of higher education in the world are adopting emergency remote education. Based on the sudden changes and challenges in this context, this paper aimed to identify important factors for this remote learning process. For that, a quantitative study for explanatory purposes was employed. The research question was investigated through a factorial experiment, carried out with 1069 undergraduate students from a Brazilian university through an online instrument. Analysis of variance was used to assess the effect of factors on student learning during the remote period. Findings reveal direct lessons contribute more to students' learning, regardless of other factors. Also, there is a preference for group work dynamics and the Google Meet platform. Such preferences are higher for hard-science students. Results may guide university managers towards implementing the most favorable learning practices in a remote learning situation. Besides, they may help develop strategies for creating resilient and sustainable educational models based on practices that enhance students' learning.

Programa Especial de Formação Pedagógica, uma reflexão histórica

Abstract: Teacher education is a theme that is always in evidence, under the most different approaches, in studies in the educational environment. For this article, we will take, in a non-exclusive way, the political, historical and pedagogical dimensions of education, in evidence the one that is built by the Special Pedagogical Education Program within the scope of the Regional University of Cariri - URCA. In this sense, the text is organized as follows, initially, we present a historical approach of the mentioned program and its insertion (1998-2019) in the referred IES, we try to identify the impacts that it causes in the Cariri region of Ceara. Next, we reflect the education of the subjects (students of the program) in the light of the objectives to which the Special Pedagogical Education Program proposes and through its own words in statements collected by electronic questionnaires applied between the months of October and November 2020. The text brings results of an ethnographic research thus characterized by virtue of the authors' involvement with the object of investigation. Finally, we defend the permanence of the Special Pedagogical Education Program in Cariri soil.

Juego del ajedrez y la toma de decisiones en los docentes de educación básica Escuela Juan Pablo Segundo, Región de los Lagos-Chile

Abstract: The objective of this article is to determine the incidence of the game of chess in the application of decision-making by the teachers of the Juan Pablo Segundo School, Los Lagos-Chile region. The quantitative approach was used with a type of descriptive research and non-experimental design. The population made up of 65 teachers who work in the aforementioned institution; The survey technique was used and as an instrument a questioning of closed questions with two alternative answers, it was validated through the judgment of experts and the reliability with Richardson's Kuder technique. The results showed that teachers know the game of chess, but lack training in the application of decision-making. The study made it possible to establish the importance of chess and its use in decision-making, since it strengthens knowledge and enhances the development of capacities in physical and mental development in basic education teachers.

A configuração subjetiva da docência de uma professora da educação especial e suas implicações na prática pedagógica

Abstract: This article aimed to analyze the subjective teaching configuration of a Special Needs Education teacher and how her pedagogical practice with students with disabilities is constituted. The research was guided by the constructive-interpretative Methodology developed by Gonzalez Rey, based on the principles of Qualitative Epistemology. A Special Education teacher from a public elementary school participated in the research. Interviews, conversational dynamics, questionnaire, writing, sentence completion and observations were used as instruments. The analysis made it possible to understand that the subjective configuration of the teacher's teaching is constituted by subjective meanings associated to the relationship with her family members, with the lack of identification with the teaching profession and the low valuation of Special Education in the school social subjectivity. This configuration, in conjunction with the work context and the social subjectivity of the institution, has implied in the teacher's pedagogical practice, resulting in limitations related to the effective inclusion in the school.

Educação, currículo e teoria crítica em tempos de pandemia: o que pensam docentes e a comunidade escolar

Abstract: This text aims to establish a critical dialogue, in view of the context of a pandemic that also affected education, about curricular practice in the remote format of teaching. In this context, the curriculum also seems to have been contaminated by the virus of inaccessibility and social inequality, decharacterizing the democratic rule of law. We understand that managing critical perspective in this format is not easy, but it is possible. Our vision is proclaimed as critical, to the extent that we position ourselves in the group of theories of education and curriculum of the ground close to Marxian thought of explaining the concrete world through dialectical historical materialism. For this, we used as a methodological instrument the bibliographic research to support our reflections, and the semi-structured interview with teachers, students and mothers, in order to understand education/teaching in the context of pandemic, in the range of elementary school of Basic Education. The article outlines an overview of the context of remote teaching during the pandemic and then presents, through the analysis of questionnaires applied to research interlocutors, possible ways to think of a critical curricular organization more humane and emancipatory with a view to the scenario of returning to educational work in the post-covid-19 scenario.

Uma aventura docente sob meditações afetivas no ensino-aprendizagem: um estudo do mangá Assassination Classroom

Abstract: This paper aims to think about two main points: exploring the reflective contributions to teacher education and observing the didactic possibilities for teaching through Japanese comics (Manga) titled Assassination Classroom, by Yusei Matsui. Thus, the intent of this research is to conceive the Manga as a bridge to imagination: either to discuss the human condition in the adventure of teaching - about its responsibilities and its limitations, or to understand the value that lies in nurturing and developing affective-knowledge relations with students, with the intention of welcoming and caring in order to better teach how to live and exist in society.

Um olhar para a dimensão infraestrutura como uma das condições objetivas possibilitadoras da qualidade em escolas públicas

Abstract: External evaluations and their indicators have unilaterally made the school and its professionals responsible for the results achieved by students, disregarding the weight of objective conditions for the development of school work, which affects the self-esteem of teachers and administrators. The aim of this study is to identify and analyze the objective conditions of public elementary schools from a teaching board with emphasis on the infrastructure dimension. To this end, the methodology used involves a quantiqualitative approach and combines bibliographic research, document analysis and application of questionnaires. The data collection consisted of a google docs questionnaire sent to teachers in the final years of elementary school from a teaching directorate in the west of Sao Paulo. As a result, we identified that of the 47 schools surveyed, 22 (46.80%) have elementary infrastructure, 24 (51.06%) can be classified as basic infrastructure, none adequate, none advanced that would be the highest level of the infrastructure scale proposed by Soares Neto, Jesus, Karino and Andrade; (2013). The indicators of the infrastructure dimension show that the objective conditions are predominantly precarious, which compromises the development of teaching work. However, the objective conditions are underestimated in the evaluation processes that blame only one of the poles, that is, the school and its professionals for the results of external evaluations and does not hold the State responsible for not offering them. We consider the need to discuss the evaluation results in the perspective of shared, that is, participatory, accountability, in which the public power recognizes itself in the quality improvement process, assuming its part.

Dimensões das significações de músico e de professor: um estudo com licenciandos em música

Abstract: The significance of music and its practices in the context of the musician-professor training are not only related to music and its formal contents, but also to the cognitive mechanisms involved and the way of understanding the social world in a broader approach. Based on the Piagetian clinical-critical method, the present study aimed to analyze the meanings of music graduates about the roles of musician and professor to understand the mechanisms of thought involved, through problematizing situations. The research involved the participation of four undergraduate music students from a public university in the state of Parana, Brazil. The movements made possible by the interrelations observed in the significances of the participants in this study proved to be distinct, even though they were caused by problematizing situations guided by a similar methodological proposal. The participants' responses stand out in four dimensions in relation to the meanings of Musician and Professor: knowing how to do, teaching, intellectual and action schemes. The results pointed to the importance of understanding the cognitive mechanisms involved in the roles of Musician and Professor, to expand reflections on the development of the music student and specific actions that favor music education both in regular school and in different educational spaces.

Responsabilidad social universitaria en tiempos de pandemia: mirada desde la función docente (Universidad de Antofagasta – Chile)

Abstract: The This article aims to analyze university social responsibility in times of pandemic, viewed from the teaching role in promoting student self-care. For this, a quantitative approach and a non-experimental transectional-descriptive design were used. The participants were 85 teachers from the basic education pedagogy at the University of Antofagasta. Intentional probability sampling was applied and a Likert-type questionnaire was used. The results showed that teachers handle university social responsibility in times of pandemic, however, they need to strengthen the promotion of self-care in students and the management of knowledge about pandemic with powerful tools for care, protection and safeguarding of life. The findings found allowed to conclude that teachers should promote self-care promotion strategies, such as the use of podcasts, vodcasts, videos and educational capsules that access the understanding of the COVID-19 pandemic.

Definições dos termos deficiência múltipla e deficiência múltipla sensorial: uma revisão sistemática em teses e dissertações brasileiras

Abstract: Multiple disability (DMu) has been treated as a frame of complex definition and characterization This type of disability, however, has been little studied in Brazil, especially in the educational field The objectives of this study were to describe and analyze the definitions of the terms DMu and multiple sensory disability (DMS) in Brazilian theses and dissertations A systematic review was performed in the database of the Brazilian Digital Library of Theses and Dissertations (BDTD) in the time frame from 1999 to 2018 Once the scientific production was defined, a thematic content analysis of the definitions of the terms adopted in the academic works was performed The results showed that there is a limited production (n = 18) of theses and dissertations on this theme in the Brazilian context, with more dissertations (n = 12) than theses (n = 6) The adoption of different concepts for the terms DMu and DMS, producing conceptual fluctuations over time It was also noted that the definition of DMu varies between two aspects: the number of manifestations of conditions and the quality of individual functioning It was also possible to realize that DMS is a subtype of condition in DMu that encompasses visual or hearing impairments associated with other conditions It is concluded that this theme has been little addressed by researchers of Special Education and that there is a need to share a common definition to allow advances in research on the theme in Brazil Finally, it is suggested that this type of disability, from the presented scenario, be more contemplated, especially in research in the area of Special Education

Educação integral e formação docente: questões conceituais e legais

Abstract: This article discusses integral education and teacher training to work in Basic Education, according to programs focused on integral education. Based on bibliographic and documentary studies, we approach the concepts of integral education, the programs for the promotion of integral education and the questions aimed at the initial and continuing training of teachers to work in basic education according to the indicators provided for the comprehensive education programs aimed at for elementary and high school. A priori concludes that the training that conceives the student in its entirety should consider the school as an educational community, regardless of the increase in school time.

Perspectiva de los docentes acerca del teatro y sus aportes al aprendizaje significativo en la Comuna de Rengo, Chile. 2021

Abstract: The objective of this research was to know the perspective of teachers on the contribution of theater as a meaningful learning tool in students of the Rengo commune. It was of a basic type, non-experimental and quantitative approach, the population was made up of teachers from the schools of the Rengo commune, a total of 230 and the sample was 20, due to an intentional sampling in which only those were selected. teachers of educational institutions that teach theater as a subject. The survey technique was used and a questionnaire was applied to the teachers, which was validated by expert judgment. In addition, Cronbach's alpha was applied, demonstrating 0.8 reliability. The results were tabulated and analyzed, resulting in that from the teachers' perspective, 90.8% consider theater as a meaningful learning tool.

(Con)textualização da política de educação especial em um município sul-mato-grossense

Abstract: This article aims to understand the construction of the Special Education policy in the municipality of Maracaju, Mato Grosso do Sul, focusing on aspects of external influences, local practices of Specialized Educational Service (SES) and recent textual production that nomatizes the theme. It is a descriptive-exploratory study, operationalized through documentary analysis of Resolution SEME n. 2/2017 and semi-structured interview with the Special Education representative at the Municipal Education Secretariat of Maracaju. The investigation pointed out the need for budgetary control as one of the main factors for the regulation of the SES. The support service in the ordinary classroom is offered both by specialist teachers and by professionals with secondary education. However, with the increase in demand of students with disabilities, linked to budget cuts, there is a fear of the management of the municipal education network that, in the near future, the hiring of specialist teachers for pedagogical support may become unfeasible.

A contribuição dos processos formativos na compreensão das dores emocionais de docentes universitários

Abstract: espanolEn este texto reflexionaremos acerca del dolor emocional de los profesores universitarios y sus posibles entrelazamientos con los procesos de formacion, suponiendo que tienen el potencial de senalar la recuperacion de la idea de la naturaleza humana y pueden contribuir en el proceso de reconfiguracion de estos dolores. El apoyo de nuestras reflexiones proviene de las investigaciones neurocientificas de Antonio Damasio, para quien las relaciones entre los sentimientos de dolor y placer influyen en el proceso cultural humano. Tambien colabora con nuestro pensamiento Baruch Espinosa cuyas ideas han respaldado las de la neurociencia de Damasio cuando afirmo que los seres humanos se afectan entre ellos y a traves de este encuentro pueden reconocerse y aumentar su “potencia de agir”. Para llevar a cabo las reflexiones propuestas aqui, recurrimos a la hermeneutica de la tragedia "As Bacantes" de Euripides (406 a. C.) cuyo potencial metaforico nos ayuda a comprender las dificultades impuestas por una racionalidad proclamada como la unica posible. Los analisis reflexivos, evidenciados en este texto, nos llevan a entrever la necesidad de otros saberes docentes que perciban la experiencia de una manera sensible y humanizada, entendiendo aspectos que deberan ir mas alla de los actuales y ampliar la vision acerca de la formacion profesional. Aun ante la especificacion y el alcance de las propuestas actuales para categorizacion de los saberes docentes necesarios para la profesionalizacion, persiste esta carencia en relacion a los dolores emocionales de los profesores. portuguesNeste texto refletiremos sobre as dores emocionais de docentes universitarios e os seus possiveis entrelacamentos com os processos formativos, pressupondo que eles tem o potencial sinalizador da recuperacao da ideia de natureza humana e podem contribuir na reconfiguracao dessas dores. O suporte de nossas reflexoes procede das investigacoes neurocientificas de Antonio Damasio, para quem as relacoes entre os sentimentos de dor e prazer influenciam o processo cultural humano. Tambem colabora com o nosso pensamento Baruch Espinosa, cujas ideias alicercaram as da neurociencia de Damasio ao afirmar que os seres humanos afetam uns aos outros e, por meio deste encontro, podem reconhecer-se e aumentar a sua “potencia de agir”. Para realizar as reflexoes aqui propostas recorremos a hermeneutica da tragedia “As Bacantes” de Euripedes (406 a.C.), cujo potencial metaforico nos auxilia a entender as dificuldades impostas por uma racionalidade proclamada como unica possivel. Trata-se de uma reflexao teorica que subsidia e sinaliza a pertinencia e necessidade de futuras pesquisas envolvendo coleta e analise de dados empiricos, dando vozes aos professores universitarios a respeito da questao. As analises reflexivas, evidenciadas neste texto, nos levam a entrever a necessidade de outros saberes docentes que percebam a experiencia de uma forma sensivel e humanizada, compreendendo aspectos que deverao ir alem dos atuais e ampliar a visao acerca da formacao profissional. Mesmo diante do detalhamento e abrangencia das propostas atuais de categorizacao dos saberes docentes necessarios para a profissionalizacao, persiste essa carencia relativa as dores emocionais docentes. EnglishIn this text we will reflect on the emotional pain of university professors and their possible connections with the training processes, presupposing that they have the potential to signal the recovery of the idea of human nature and can contribute to the process of reconfiguring these pains. The support of our reflections comes from Antonio Damasio’s neuroscientific investigations to whom the relations between the feelings of pain and pleasure influence the human cultural process. It also collaborates with our thinking Baruch Espinosa whose ideas underpinned those of Damasio's neuroscience when he affirmed that human beings affect each other and through this meeting they can recognize themselves and increase their power to act. In order to carry out the reflections proposed here, we used the hermeneutics of the tragedy “As Bacantes” by Euripides (406 BC) whose metaphorical potential helps us to understand the difficulties imposed by a rationality proclaimed as the only possible one. The reflective analyses, evidenced in this text, lead us to glimpse the need for other teaching knowledge that perceive the experience in a sensitive and humanized way. They contribute to the understanding of aspects that should go beyond the current ones and broaden the vision about professional training. Even in view of the detail and scope of the proposals currents for categorizing the teaching knowledge necessary for professionalization, this shortage regarding the teachers' emotional pain persists.

Por um modelo pedagógico para uma educação agroecológica em perspectiva camponesa e indígena: avanços, tensões e desafios no Brasil e no México

Abstract: This article presents the conception, advances, challenges and tensions that emerge from the proposal of an educational-pedagogical model for agroecology. For this, we present two educational experiences from micro-contexts in Mexico and Brazil, constructed by indigenous and peasant movements. One is the "U YITS KA’AN” Ecological Agriculture School, in Mani, Yucatan, Mexico, and the other is the Sao Jose High School, a rural school located in the 25 de Maio Settlement, in Madalena, Ceara, Brazil. We characterize the diversity, complexity, and combinations that permeate the strategies of the movements faced with the demand for agroecology education, and how these interface in the dispute for an educational model linked to the socio-historical context of the indigenous and peasant struggle in both countries.

Padrões da autocitação em artigos de alto impacto da revista nature

Abstract: This investigation aims to understand self-citation patterns in scientific articles with a high impact factor from the journal Nature. The research is qualitative and the discussions are supported by the socio-cultural perspective that includes writing as a contextually situated literacy practice. From surveys carried out at Google Scholar, we selected for analysis the four most cited articles in the journal Nature. From the analysis, three occurrences are recurrent in these articles under analysis: the high rate of citation, self-citation and co-authorship. As for self-citation, we analyzed the context of publication of these studies, issues related to legitimacy, power and co-authorship relationships that mark academic-scientific writing. The self-citation patterns indicate a heterogeneous focus on the writing of the articles in this journal, which marks conventions in this area of knowledge, power relations manifested in partnerships between researchers, which implies legitimacy in the scientific community of the publications mentioned.

Diários de formação: potencialidades para a ampliação dos letramentos acadêmicos e pedagógicos

Abstract: The purpose of this article is to analyze the contributions of formative diaries as a methodological strategy for expanding skills related to academic literacies and pedagogical literacies. The study undertaken here addresses the articulation between teacher education and the concept of literacies, highlighting the relevance of a formative path that promotes an active responsive understanding of discourses about the educational process and institutionalized sayings on pedagogical practices. Through a theoretical research, this article presents the contributions of the production / discussion of the formative diaries as enhancers of the research-reflection-action processes necessary for the constitution of teaching in the context of pre-service teachers, in order to enable the expansion of possibilities academic literacies and pedagogical literacies.

Estrategias didácticas basadas en la educación emocional como enlace entre las macropolíticas y las micropolíticas en Cataluña

Abstract: The purpose of this article is to discuss didactic strategies for emotional education by drawing on macropolitical and micropolitical developments in the community of Catalonia (Spain). Initially we present a brief conceptual review of didactic strategies and emotional education, then we discuss the policies developed in this community in the current public health situation, and the challenges and training possibilities for the construction of emotional competencies. Methodologically, bibliographic research was used through the analysis of official documents on emotional education. The results point to the importance of including emotional education in the educational field, before, during and after the pandemic. Of central concern for the effectiveness of emotional education initiatives is the awareness and training of teachers, and the development of skills in students which will support them in addressing the new challenges posed by society in the 21st century.

Didática e formação inicial do professor: desafios e perspectivas na visão dos acadêmicos do curso de pedagogia de uma Instituição de Ensino Superior (IES) do município de Parintins-AM

Abstract: espanolEste articulo tiene como objetivo examinar sistematicamente la disciplina Didactica I en la formacion inicial del profesorado del curso de Pedagogia de una IES del municipio de Parintins-AM, en torno a la practica docente; problematizando la materia referida como orientada al proceso de formacion de este profesional de la educacion. Se trata de un estudio cualitativo, con enfoque en expedientes academicos, que surge de la autoevaluacion de la disciplina mencionada. El marco teorico de esta investigacion cubre principalmente los trabajos de Alarcao (2016), Candau (2014), Libâneo (2013), entre otros estudiosos de notable alcance academico sobre el tema investigado. Los resultados muestran que la Didactica brinda a los estudiantes de pregrado una comprension de las circunstancias de aprendizaje, a partir de la practica social cuestionada, sustentada en el conocimiento del mundo de los docentes y estudiantes de educacion basica. portuguesO presente artigo objetiva examinar sistematicamente a disciplina Didatica I na formacao inicial docente do curso de Pedagogia de uma IES do municipio de Parintins-AM, concernente a pratica do professor; problematizando a referida materia como orientada ao processo formativo desse profissional da educacao. Trata-se de um trabalho de natureza qualitativa, com foco nos registros dos academicos, oriundos da autoavaliacao da disciplina supracitada. O arcabouco teorico desta pesquisa abrange principalmente os trabalhos de Alarcao (2016), Candau (2014), Libâneo (2013), entre outros estudiosos de notavel envergadura academica sobre a tematica investigada. Os resultados evidenciam que a Didatica oportuniza aos licenciandos o entendimento das circunstâncias de aprendizagens, partindo da pratica social questionada, apoiado no conhecimento de mundo dos professores e dos estudantes da educacao basica. EnglishThis article aims to systematically examine the Didactics I discipline in the initial teacher training of the Pedagogy course of an HEI in the municipality of Parintins-AM, concerning the teacher's practice; problematizing the referred matter as oriented to the training process of this education professional. This is a qualitative study, with a focus on academic records, arising from the self-assessment of the aforementioned discipline. The theoretical framework of this research mainly covers the works of Alarcao (2016), Candau (2014), Libâneo (2013), among other scholars of remarkable academic scope on the subject investigated. The results show that Didactics provide undergraduate students with an understanding of the learning circumstances, based on the questioned social practice, supported by the knowledge of the world of basic education teachers and students.