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This article describes part of the doctorate research study, supported by the historical-cultural approach. The research analyzed the interference of pedagogical intervention in role-playing for the psychic development of twenty children from a pre-school class. The methodology was an intervention research and the data came from participant observation, in-field record notebook, photographs and filming. The results proved that the adequate pedagogical intervention in role-playing promotes the level of playing and the development of the child psyche. Thus, the thesis confirmed was that "the intervention of the preschool teacher in role-playing should not be limited to the circumscription of the previous organization of spaces and materials for the effective play of the children. In addition, it is up to this teacher to intervene indirectly and directly on this kind of activity, in order to promote the advancement of the level of role-play and, consequently, the psychic development of the pre-school child". This way, the research clarified the dialectic movement caused by the elements involved in the simultaneity of the advances of the level of playing and the infant psyche, which serves as a support for the theoretical formation and the constitutionimprovement of the pedagogical praxis of the children's education teachers and students of pedagogy courses and related areas. [ABSTRACT FROM AUTHOR]

The article aims to present the context of south of Bahia and to understand how the socioenvironmental conflicts related to the conflicts between antagonistic education and rural development projects are generated in the process of campestral territoriality and its confrontation against the pulp and paper industries. Based on the literature review and the interviews with the inhabitants of this territory, we conclude that the articulation of social movements and other interlocutors presses the socioenvironmental contradictions in the dispute for the territory, as well as presses an anti-hegemonic model of education and production that oppose the anti-ecological and social model inequality of agribusiness, by the articulation of social movements and other interlocutors offer potential contribution to the formation of sustainable societies. [ABSTRACT FROM AUTHOR]

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This paper aims to analyze the impact of lockdown on education in the context of social acceleration. In this paper, we address the necessary (re)construction required to enhance the education of adolescents. From this perspective, it examines the potential of the adolescent brain, as advocated by Daniel Siegel. The present study employs a bibliographical research methodology to investigate the impact of social acceleration on education in the aftermath of the lockdown. We emphasize that the adolescent phase is crucial for the development of potentials in the educational context. In this vein, a philosophical analysis of the school is conducted, highlighting it as a space for (re)constructing practices that encourage adolescents to listen to the world around them. Therefore, the school must illuminate the potential of adolescence, such as creativity and openness to novelty, as a space for (re)creating subjects in times of acceleration. [ABSTRACT FROM AUTHOR]

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Societies, throughout history, have created codes with the aim of guiding relations between groups and people. In Brazil, manuals of etiquette and civility were used with the pretense of forming an emerging bourgeoisie, desirous of appearing good manners, especially in the early decades of the twentieth century. This article is a result of research on women's daily life from 1940 to 1960. Four civility and etiquette manuals were used as empirical sources, aiming at a historical review of aspects of women's life, in the context of Brazil, with the purpose of recovering a history based on invisibility. The analyzed manuals were consulted by elite women who mirrored themselves in them to perform behavioral roles in society and allowed to describe sparse fragments of women's lives by the large number of social rules that normalized their behavior. [ABSTRACT FROM AUTHOR]

This paper seeks to understand the extent to which the local curriculum impacts on the appreciation of cultural diversity, aiming to elucidate the relationship between the local curriculum and cultural diversity in the Mozambican school environment. Therefore, bibliographical research was carried out, highlighting Sengulane (2022), Nivagara (2018), Santos (2018), Zanin and Lemke (2017), Ibraimo and Cabral (2015), Santiago (2012), Dias (2010) and Capece (2005). A product of this research was the understanding that the teacher must be able to enhance, through the local curriculum, the cultural diversity of students, in favor of raising the quality of teaching and learning, and the need for educators to create, in fact, the practice of diversity in teaching and not contenting itself with valuing it discursively. [ABSTRACT FROM AUTHOR]

This article aims to analyze the transdimensional theme of the dignity of people who menstruate, which has a double facet: on the one hand it brings a universal aspect of dignity, being innate to human beings, with rational content, which distances them from reification or invisibility of people and on the other hand it brings a sense of citizenship to be achieved, with a clear provisional nature to be conferred by the State and other members of organized society. Based on these two pillars of understanding dignity, using the hypothetical-deductive method, the article develops to find out whether not valuing menstrual dignity, in addition to causing harm to health, can have repercussions in the school environment, causing a state of inequalities between vulnerable people who menstruate and others. The article seeks to verticalize the theme by pointing out that, once the state of educational inequalities is proven, the loss of these people is inevitable from the beginning of the competition of life, ceasing to be effective the equality of resources professed by Ronald Dworkin, in his work Sovereign Virtue (2000). The work also presents the initial efforts that have been carried out at the legislative level in Brazil, concluding with the hypothesis of a broader approach to the valorization of menstrual dignity with a bias towards educational and human development that goes far beyond the free delivery of sanitary pads and scarves [ABSTRACT FROM AUTHOR]

Copyright of América Latina Hoy is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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