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This article aims to examine the themes produced by students in the research paper projects of the Pedagogy course, in Distance Education modality. This research is qualitative, of documentary character. The results of the analysis indicate that students prefer to frequent themes from academic literature (ludic). It was also noticed the insufficiency or absence of the theoretical framework in the projects. The methodology used by the students was, primarily, those of bibliographic and documentary nature. Regarding the sources, it was found difficulties in defining the search websites. During the writing of the project, students used non-scientific websites, such as blogs, portals and / or news reports. The analysis of the writing of the works evidenced difficulties of the students in relation to writing texts. It concludes the importance of the professor advisor, since the very beginning of the elaboration of research projects, once it is up to the professors to instrumentalize the students for the construction of cohesive and consistent theoretical and methodological references. [ABSTRACT FROM AUTHOR]

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]

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]

The objective of this paper is to argue that the ontological character of the image in Plato’s Sophist is a strange and extraordinary (or atopic) solution to the paradox (aporía) of the false. This is related to the educational confrontation regarding the foundations of philosophical discourses and the disagreement with the radicalized thesis of some sophists who defended the impossibility of saying what is false. It will be pointed out that the being of the false and the being of non-being have a connection with the being of the image and they constitute the ontological foundation of language against those who refuse at the same time the possibility of existing and saying the false, the non-being and the images. The strange existence of the images is responsible for offering a first intertwining between being and non-being that will be fundamental to face the paradox of the impossibility of the false, as we will prove. [ABSTRACT FROM AUTHOR]

The aim of this study is to analyze the integration of innovative pedagogical technologies into early childhood education training programs, focusing on play-based learning, project-based learning, augmented reality and virtual reality, and AI-powered tools. The comparative analysis aims to unveil the unique strengths, challenges, and opportunities associated with each approach. The study utilizes a systematic approach, drawing from diverse scientific literature, including articles, conference papers, and books. Through content analysis, the paper identifies key themes, theoretical frameworks, and implementation strategies, followed by a critical analysis of strengths and limitations. The results reveal distinctive strengths: play-based learning excels in holistic development, project-based learning in real-world skills, AR/VR in immersive experiences, and AIpowered tools in personalized learning. Challenges include guidance dependency in play-based learning, varying engagement levels in project-based learning, resource intensiveness in AR/VR, and ethical considerations in AI-powered tools. Opportunities arise in fostering creativity through playbased learning, encouraging critical thinking in project-based learning, providing realistic simulations with AR/VR, and offering adaptive learning experiences with AI-powered tools. In conclusion, the study underscores the immense potential of integrating technologies into training programs. It advocates for the establishment of national standards, comprehensive teacher training, resource facilitation, and international collaboration. [ABSTRACT FROM AUTHOR]

The paper intertwines the Hobbesian curriculum elements presented at Leviathan's chapter XXX with Natural Laws described in chapters XIV and XV. The analysis was divided in 4 phases: 1) listing chapter XXX educational contents; 2) finding Natural Laws aspects which were potential equivalents to the content listed; 3) comparing pertinent arguments and theoretical points to those correspondences; 4) emphasizing interpretative insights that resulted from the analytical comparison. Such methodological approach justifies the few references to texts other than Leviathan. Amongst the findings, the paper underlines that all curriculum elements could be articulated with, at least, one Natural Law, being the third law the most frequent. [ABSTRACT FROM AUTHOR]

This paper analyses the "Vida Maria" documentary movie. It explores the Brazilian Northeast region's culture, education, and socioeconomic context. Its aim is to discuss how the cultural elements in the short film influence the experiences and perspectives of the movie characters, especially those of the protagonist, Maria. The goals include understanding the relationship between scholarly culture and human development and researching how life conditions have impacted education in unfavorable contexts. The methodology used was qualitative, with content critic analysis based on Carlos Rodrigues Brandão's theories. The results highlight the close relationship between culture, education, and opportunities, emphasizing the importance of reflecting on social disparities. We can conclude that education and culture play fundamental roles in forming identity and personal perspectives, highlighting the need for inclusive educational policies. [ABSTRACT FROM AUTHOR]

This paper addresses Dadaism as an educational perspective in dialogue with literature, considering it as a potentiating mechanism for the development of creative writing and authorship of teachers and students. In this context, the objective is to relate the basic theoretical assumptions of the Dadaist literary movement with the pedagogical practice of authorship in the classroom. Therefore, under a qualitative methodological bias, in dialogue with the avant-garde movement, we analyzed a didactic planning carried out, in the second semester of 2023, with master's and doctoral students of a Post-Graduate ProgramGraduation in Education from a Brazilian public university. The proposal aimed to present a playful approach to the avant-garde that carried a deconstructive character of what until then was characterized by literature. Through creative writing, enhanced by the disruptive orientation of the Dadaist movement, we tread paths of authorship reverberating, in the findings and agglutinated letters, words, sounds, phrases, meanings produced about the daily life of each student and their different views on the world. Thus, we infer that Dadaist activities, in pedagogical practice, enhance the plurality of knowledge and doing in the field of language, literature and education, contributing to the critical and reflective training of students through authorship in the movement of creative writing. [ABSTRACT FROM AUTHOR]

This reflection article is part of the theoretical advances of the Doctoral Thesis titled "Scientific Culture in Teacher Training in Sciences. Approach to Intersubjective Models" developed within the framework of the Doctorate in Human Sciences at the University of Talca (Chile). In this paper, epistemological and didactic features that could substantially contribute to scientific culture from the teacher's practice are characterized and analyzed. From a hermeneutical exercise, epistemological elements emerged that assign a transcendent role to the teacher and the educational practice: 1) recognize the latent: educating in sciences, with the purpose of building scientific culture implies overcoming the interactions and experiences that occur on the phenomenological experiential level, and giving greater importance to the deep structures that cultural models contain, interpretive patterns that support didactics; 2) promote Verstehen: the understanding of science and scientific knowledge must occur inductively, that is, starting from reality and not from theory; 3) complexifying and integrating disciplines: it implies overcoming the partial or segmented vision of reality, giving way to complex and interdisciplinary perspectives; 4) valuing uniqueness: it calls for considering the science that is taught as a cognitive component of culture permeated by context and history. These are features that strengthen the relevance of an education where the teacher is a public intellectual who uses dialogic competences, placing scientific knowledge in the framework of current challenges, among them, the construction of scientific culture. [ABSTRACT FROM AUTHOR]

This paper analyzes the experiences of participation in the strike carried out by students of Unit 071 of the National Pedagogical University of Tuxtla Gutierrez, Chiapas, Mexico. From a reflective approach, the historical memory of the process is recovered from documentary analysis, records of assemblies and marches, as well interviews with students and leaders of the movement. The information was grouped into two blocks: From the pandemic to the student strike. Subjectivation and existential plot; in which the vicissitudes of organization and actions carried out are exposed; and, The word must be worth, which discusses the network of actions, synergies, meetings and disagreements between students to undertake negotiations with educational and governmental authorities. The confluence of other social movements, the mobilization and taking of the streets, contributed to the strike's resolution, which inaugurated an unprecedented experience of struggle and resistance for these students. [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]

In this paper debt and indebtedness in the educational market is under discussion, which puts in operation a biopolitical control device in the subjectivization processes of the neoliberal logic established by the gradient of Homo œconomicus, making educational consumption an investment in the constitution of human capital. So, the production of the indebted subject transposes the subjectivity of the Homo œconomicus model to the form of Homo in debitum, which constitutes the effect of the biopolitical device. Finally, the paper points out that the control introduced in the indebted life, in the own biopolitical game, can provoke a resistance toward the invention of different truths that would produce other subjectivities not governed by debt. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to analyze the history and development of curriculum policy as a field of study, as well as its definitions and delimitations. This paper also proposed two curriculum policy approaches inspired by the policy analysis cycle created by Harold Laswell. This work pinpointed the evolution and development of curriculum policy concepts since it appeared in a publication in the mid-50s. The importance of adopting more precise definitions of the concept which take into consideration the different kinds of existing curriculum policies is stressed. The paper ended with the presentation of two curriculum policy analysis approaches based on the policy analysis cycle that might complement other approaches used in the study of curriculum policies. [ABSTRACT FROM AUTHOR]

The present paper wants to share the project called "Participative Community methodologists in ludoteca felt and thought from education". It stared in 2022. The idea is part of a process in the subject Community and Institutional Psychology, that belongs to the career of University technicality in Social Education of the Faculty of Education of the National University of Cuyo. This process began 5 year ago and aims deepening and building bridges of knowledge and meanings between Social Education and Community Psychology. Furthermore, this experience is part of the Educational Social Practices Program (PSE) belonging to the Secretariat of Extension and Linkage of the UNCuyo. This project sought to ensure that students who were studying the university subjectof Community and Institutional Psychology, of the FED - UNCuyo, applied participatory community methodologies. They recived the tutoring of advanced students and graduates of the carrear and teachers. The project was carried out in a place called "ludoteca" in the "Nucleus of Innovation and Development of Opportunities" (NIDO). In addition, the specific objectives were: 1- Carry out methodologies that promote understanding of the socio-historical context; 2- Analyze current problems and needs that afflict the child population; 3- Understand the population dynamics involved and 4- Maintain, through play, a healthy space that favors the construction of strategies to address the problems of daily life. The starting point was theoretical references that put in a constant dialogue between community psychology and social education knowledges in latin America. [ABSTRACT FROM AUTHOR]

The social, political and educational reality in Brazil, in recent years, has demanded new positions from the field that articulates Psychoanalysis and Education in the country. This article seeks ways for Psychoanalysis, as a critical theory, in dialogue with the field of education and politics, to contribute to a better understanding of the social symptoms that appear in educational issues and, in particular, in the wave of violence that currently plagues educational institutions. We understand that the recent attacks on schools have to be seen in the context of several other attacks, from the historical lack of investment in education in the country, to the spectre of death that surrounds everyday school life, with the high rates of homicides and suicides in adolescents - expressions and consequences of necropolitics and the suicidal state that is installed in Brazilian society. When discussing educational aspects, we necessarily need to articulate issues of science, nature, economics and politics. By way of conclusion, this paper provokes the need to transmit to young people the desire to imagine other worlds and dream other dreams. [ABSTRACT FROM AUTHOR]

This paper presents part of the results of a doctoral research dedicated to analyze the cycle of the educational policy on gender and sexual diversity in Brazil. Based on Stephen Ball's propositions, which applies Foucault's notions of power and discourse on educational policies, the analysis aimes, beyond the metrics, to understand the political-discursive dynamics that marked both the production of this policy as the systematic reaction that has been organized against it. This text analyzes the background of this policy, its main initiatives, the agents involved in its construction and the pedagogical discourse they produced. It also identifies its main opponents, their tactics and discursive strategies, seeking to understand how they are articulated with the reactionary movements that have dominated Brazil in recent years. Finally, the paper hilights evidences that the debate on gender and sexual diversity in schools survives even in times of conservatism, censorship and ideological terrorism. [ABSTRACT FROM AUTHOR]

This report describes the 7th European Judo Science & Research Symposium & 6th Scientific and Professional Conference - "Applicable research in judo" held in Poreč, Croatia on June 19-20, 2023. The two-day conference included three keynote speakers on the first day and 20 oral presentations divided into two sections. The second day included four practical sessions, which closed the program. The conference proceedings book was published, which includes 24 papers. The conference was again impeccably organised and had an outstanding return after the Covid-19 interruption, with many exciting topics presented by researchers and judo practitioners. Additionally, slightly more judo coaches and ex-athletes joined the conference, bringing us one step closer to tightening the gap between judo science and coaching. [ABSTRACT FROM AUTHOR]

The article outlines the conceptual foundations of the formation of academic integrity among students of higher education; the essence of the concept of academic integrity, its content in relation to the formation of personal and professional characteristics of a competent specialist was investigated; defined attitude to manifestations of academic dishonesty among students. A study of cases of violations of the principles of academic integrity in institutions of higher education was conducted. The analyzed European experience in the formation of moral and ethical behavior of the future specialist in the field of education is highlighted as a model for Ukraine regarding the fight against tolerance for manifestations of academic dishonesty in the educational process. This paper uses the concepts and definitions found in the international academic discussion on this topic. Under the synonymous concepts of "academic fraud" and "dishonest behavior" we will understand the actions of students aimed at gaining advantages in the learning process and which violate the academic norms and rules governing the educational process at the university. [ABSTRACT FROM AUTHOR]

This article discusses cartography and geographical education, considering cartography as one of the languages of Geography, particularly in school contexts. It explores initial understandings of this relationship based on the premises of geographical education. The paper presents a school atlas of the municipality of Ijuí-RS, designed for elementary school students, and shares results from interviews with teachers highlighting their memories and current teaching approaches. The data reflects the reality of school education, which is traditionally characterized by cartography as a visual element with practices such as coloring maps and compass roses, and drawing outlines, serving as an aid in various disciplinary contents with an interdisciplinary character; and more recently, as an instrumental and technological tool in the context of active methodologies, and as a language of geography for conducting geographical analyses. The conclusion is that in school cartography, it is important to nurture the idea of cartographic literacy, reinforcing the habit of spatial awareness, thereby constructing spatial thinking that integrates information with a critical attitude, producing knowledge guided by geographical thought. [ABSTRACT FROM AUTHOR]

The text examines the conditions of database production on research for, with and about children, childhood and Early Childhood Education, identifying studies conducted on the relationship between childhood, popular education and social movements. The work is theoretical and bibliographic in nature and is located in the field of metaresearch, which is a research about researches. A total of 2,246 academic papers were catalogued, including 1,055 dissertations (46.97%), 395 theses (17.58%), 395 ANPEd papers (17.58%) and 401 articles (17.87%). Of this collection, only six studies specifically had as a theme the relationship between popular education, social movements and childhood. We conclude that metaresearch and the use of databases are relevant strategies to value, strengthen and qualify the investigations we are conducting in Brazilian universities and other research centers. [ABSTRACT FROM AUTHOR]

In this paper, we intend to trace a brief articulation between psychoanalytical theory and the field of education, with the purpose of promoting reflections derived from this promising yet somewhat complex dialogue in our research area. To this end, the ideas developed by the British pediatrician and psychoanalyst D. W. Winnicott (1896-1971) are taken as a central reference; more specifically, his contributions concerning the concept of “democracy”. Moreover, the concept of the “Educating City” is used to rethink the role of society, and its implications for the construction of solid and transforming educational practices. [ABSTRACT FROM AUTHOR]

This paper presents the transformations that the economic strategies of the Guaraní people of the province of Misiones have undergone in different historical periods. For this we start from the application of the anthropological perspective anchored in the ethnographic method. We will first make a descriptive presentation of three moments that we consider key to understanding the current inter-ethnic structure of the province of Misiones. Until such time as formal education appears as a new tool of society in general, with the potential to become a new strategy of ethnic resistance. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the potentials and limitations offered by Information and Communication Technologies (ICT) in the educational field, specifically in the context of the pandemic caused by the SARS-COV2 virus. A qualitative research methodology with a documentary approach was employed to gather and analyze a series of relevant documents regarding the use of technology in contingency scenarios as substitutes for traditional learning environments. Based on the obtained results, it can be concluded that the pandemic has created an opportunity to rethink educational systems, 1mphasizeng the importance of ICT in the educational field. The need to design and redesign strategies that effectively integrate the use of ICT in classrooms, restructuring teaching and learning processes to ensure quality education, becomes evident. It is worth highlighting that ICT has demonstrated its ability to provide innovative solutions in the educational domain, enabling the continuity of the teaching and learning process during emergency situations such as the current pandemic. However, certain limitations and challenges must be addressed, such as the digital divide and the need for teacher training in the use of these technological tools. [ABSTRACT FROM AUTHOR]

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 is the result of reflections inspired by observing and participating in dancing sessions with children. Our experience of the latter led to the production of images that provoked a variety of questions, and invited us to think about the relationships between bodies, dance, and various forms of education. Among these questions were: what clues about the experience of human embodiment are given through observing children's dance? What can children teach us through participating with them in this performative medium, and what are its implications for education, most especially in light of our observations of children's inventiveness in this regard? Our impressions resonate and find expression in the oeuvre of Gilles Deleuze, Félix Guattari, Michel Foucault, Jan Masschelein and Manoel de Barros. Placing ourselves under their influence, we mobilized our thinking and opened ourselves to the emergent character of their ideas, resulting in what might be called a form of "dancing-writing" in which those two forms of expression interact. This dancing-writing is informed by and imbued with children's lived experience: step by step, we walked the paths that they opened, recording as best we could their multisensorial approach to the world--gaze, taste, smell, sound, touch, movement. Ours was an experience of research on movement, with movement, in movement. As such, we harbor no intention to present final answers, but rather offer the reader an invitation to think philosophically and childishly. Ours is an invitation to dance with and among the questions which that very dance inspired. [ABSTRACT FROM AUTHOR]

This paperwork aims to discuss some aspects of the freedom concept influence in Erich Fromm’s work on the sense of autonomy in Paulo Freire’s thought, especially how the connection between the two ideas might contribute to discuss about the construction of autonomy in schools, focusing especially on the relation between teachers and students. The paper is divided in three parts, being the first one addressed to the concept of freedom in Erich Fromm’s thought, the second one discuss the concept of autonomy in Paulo Freire’s work, and the third part aims to establish a discussion on the connection between the two concepts, presenting contributions from the field of psychoanalysis in the education to discuss and expand the conceptual dimension of autonomy as a focus on daily pedagogical work. [ABSTRACT FROM AUTHOR]

This paper aims to analyze articles published in the 1980s, in Jornal do Brasil and in Folha de São Paulo, emphasizing the news that articulate autism and education. It is a documentary research, with a historic approach, considering the notes of Luca (2005) ─ who comprises the newspapers as relevant sources for the construction of historical narratives ─ and Pontes and Silva (2012), who understand that the newspapers depict and built the reality in its pages. It was observed that, along with the educational service measures focused on autists, the associations have developed an important work to disseminate the theme in Brazil, indicating the relevance of the familiar activism, that left, as a legacy, the beginning of the debate about the importance of the rights of autistics to access education. [ABSTRACT FROM AUTHOR]

In this paper, we point out the importance of problematizing current technologies from the philosophers Gilbert Simondon and Yuk Hui who alert us to the urgency of a technological thinking that is directed towards an education of technology against alienations that arises from positions that dissociate culture, technology and nature. With the aim of thinking about other alternatives against technological alienation, we approach some ideas about technological education, technical culture and post-human. Simondon makes us think about the operationalities of how machines work and the values they allude, Hui urges us on a new program of technological knowledge based on his concepts of cosmotechnics and technodiversity. [ABSTRACT FROM AUTHOR]

The paper discusses the transdisciplinarity between the fields of knowledge and the contribution of visual arts to teaching natural sciences. The author’s own video artwork Evolutions in 3 Lessons is presented, in which stories related to the theory of evolution and colonialism are intertwined, seeking to offer a complex view of the relationship between white humans, non-white humans and non-human animals. It is concluded that the teaching of science allied to the sensitive perception provided by art can contribute to the constitution of a plural world in which respect for otherness and communication between the fields of knowledge occur in a more integral and collaborative way, without ceasing to the complexities of each area. [ABSTRACT FROM AUTHOR]

Considering that sexuality is an inseparable dimension of human nature, working on the theme from the perspective of diversity becomes essential for the construction of citizen education, based on Human Rights. Thus, this paper seeks to describe how the theme is approached in Brazilian education, identifying weaknesses and indicating points for improvement. For its realization, we proceeded with a search in the theoretical framework, followed by a survey of publications between 2010 and 2019, in the SciELO database, using the words Education and Sexuality as subject descriptors. Twenty-eight (28) articles were selected that met the inclusion criteria and were relevant to the intended approach. Among the results obtained, it was found that the professors deal with the topic according to personal conceptions; Public Policies that aim to include the theme as a school content encounter moral or religious barriers and are not effective in practice; teacher training in the subject is too incipient; interventions assume a hygienist character and reinforce the heteronormative construction, in addition to the fact that there are few assessments available, making it difficult to provide a consistent basis for corrective actions. [ABSTRACT FROM AUTHOR]

This article aims to analyze how the family was included in the works developed by the Orthophrenic and Mental Hygiene Service, built in the educational reform Anísio Teixeira in 1934. Th e family is the basis of this work, whose approach is anchored in the political history line. Both family institution and education were articulated and served the State wich unterstood the family as basis that underpinned its ideology in the condition as nationfamily. At the same time, it understood the education as way to constitution of the adjusted, healthy and worker Brazilian with collectives and civics principles, above all, an individual of family. However, in this paper we seek to highlight the protagonism of the families investigated by OMHS who, in the face of its impositions regarding of way they should educate their children, created strategies and negotiations in this relationship of strength established between them. The proposed investigation is based on the writings of Arthur Ramos, director of the Service, related to the work performed in that institution and the analysis of some orthophrenic records and in the bibliography referents to the subject. [ABSTRACT FROM AUTHOR]

This paper attempts to reflect, supported by decoloniality theoretical frameworks, on the tensions in different historical perspectives about Deaf education in the Brazilian scenario. A qualitative and exploratory approach was adopted. The results indicate that educational policies regulating the schooling process for Deaf students had made progress in the last two decades. However, far from being peaceful, such advances were achieved through the permanent mobilization of the Deaf community in favor of rights and public policies aimed at this minority linguistic group. It is concluded that the promotion of assistentialist and enabling practices triggers strong colonial cues, which can only be mitigated through a truly intercultural Bilingual Education. [ABSTRACT FROM AUTHOR]

Man has been placed in the sphere of the human being as a unity of body and soul of which the integrality subject to time and space is predicated, differentiated from others by being endowed with conscience, freedom, temperament, and character, so that the latter can be molded through education, the desire for change and the repetition of an action. Objective: to examine governmental educational policies in the difficult task of being. Methods and materials: the type of research developed corresponds to documentary research, which supports the research study; a systematized tool was used that includes information from authors and their publications, relevant to this research. Results: secondary or university education acquired formally or informally has a specific purpose in each country and government. Therefore, it is necessary to focus and center the human being as an object and instrument in education. Discussion: to restate the central point of this paper, aimed at defining how to direct education in the post-agreement, and after taking being as a premise, rather than knowing and having. Conclusions: according to the analysis made, man is multidimensional, therefore, it is difficult to find an educational system that fully meets the expectations of this integral function; therefore, the educational model should be a tailor-made school, as defined by Edouard Clepèrede in his theory of functional pedagogy, in other words: tailor-made for the user. From the perspective of capitalism, it is considered that the knowledge acquired should not only be theory, but should alternate with practice. With regard to competencies, further work should be done on educational models. [ABSTRACT FROM AUTHOR]

This paper aims to establish the possible dialogue between the writings of Theodor Adorno and Paulo Freire, with a view to emancipatory education. Therefore, we start with the following question: What is the possible dialogue between emancipatory education in Adorno and Freire? The methodology used was bibliographic research, based from the collating of works by Adorno and Freire, as well as the material produced about the authors. It is concluded that both Adorno and Freire fought the capitalist society of their time and that both were against the alienation of man; hence, human emancipation was a common concern among these classics. The analysis carried out indicates that emancipatory education, in Adorno and Freire, presents some fundamental axes, which will be presented throughout the text. The central focus in Adorno's theory is social formation, however, education is also pursued, given that social deformation is reflected in school. In Freire, we have educations. In this sense, we imply that emancipatory education, both in Adorno and in Freire, impels the individual to move against the grain of heteronomy and protected thinking imposed by society, with a view to the process of liberation, autonomy, and awareness. Human emancipation, therefore, is a process. [ABSTRACT FROM AUTHOR]

The measures adopted due to the Covid-19 pandemic intensified a process that had already begun: the use of digital information and communication technologies (DICTs) to teach in the 21st century. In this paper we list and indicate technologies that can be used free of charge in everyday life for teaching practices in virtual environments. We use as theoretical basis authors who approach education in network, social network for education and collective intelligence to reflect the challenges found by teachers during the social distance. We conducted a literature review and elucidated, from the analysis of technologies, the importance of DICTs, from the correct choice to the promotion and construction of an environment of knowledge exchange in the virtual environment. Thus, through mediation and dialogue, teacher and student have the possibility of, together, overcoming the difficulties imposed on education by social isolation. [ABSTRACT FROM AUTHOR]

There is a growth in the use of medicines in children and adolescents as never seen before. Schools, as recent studies show, contribute to this growth. In fact, even the State encourages teachers to be prepared to identify any indication of disorder. The fact that a large percentage of school-age people have a biological disorder is based on a conception of normal and pathological in which an average is taken as an ideal reference. However, the idea of normal and pathological can be put questioned based on a study that comes from medicine itself - this is the case of Georges Canguilhem's reflections. Although his work had no impact in medical ground, it was fundamental in human ground, because it offers a conception of normal with transformative potential. Normal would not be someone who follows an ideal norm, but someone who is able to establish a new norm. Canguilhem's conception, as it is intended to show, can lead us to rethink what we consider a disorder and it has a critical potential in school, as it brings the responsibility of listening to each case. In this paper, Canguilhem's innovative position will be presented and how it still gives us a possibility to rethink the idea of disorder in people of school-age. [ABSTRACT FROM AUTHOR]

The goal of the actual paper is to discuss about the historical and social main on the black feminist pedagogy in schools, because we understand that a single feminism does not take care on all the women's schedule. From the understanding about the theme and its theoretical references, mainly black feminists intellectuals, such as Lélia Gonzales (2020); bell hooks (2015); Angela Davis (2011-2017); Kimberlé Crenshaw (2002); Sueli Carneiro (2002); Sojouner Truth (1851). Furthermore, we use the decolonial viewpoint, problematizing the eurocentric patterns imposed by the colonizers have produced the sets of intersectional oppressions, as the sexual, races and gender ones, and so on. In this way, we consider that writing about black feminism pedagogy is already subvert oppressive curricula that keep reproducing ethnic racial on the eurocentric point of view, making invisible the knowledge production made by black woman. [ABSTRACT FROM AUTHOR]

The purpose of this paper has been to develop a valid and reliable tool to estimate the proportion of students who claim to use metacognitive strategies when solving math problems. A large group of reports was investigated that used questionnaires to research different aspects of metacognition and their analysis allowed us to create the CEMRPM questionnaire with 20 assessment items on the Likert scale, easy and agile to apply to detect students' perceptions about the use of metacognitive strategies. Statistical data analysis verified the validity and reliability of the said questionnaire. The construct was defined by establishing three dimensions: Planning, Regulation, and Evaluation; in line with the literature. Once the instrument was applied, it was verified that most of the students had used some metacognitive strategy in the process of Problem-Solving in math; In addition, it was evidenced that there is not a notable difference between the average assessment, the dimensions, and the correlation they keep up is direct, the strongest being identified between the Regulation-Planning and Regulation-Evaluation dimensions; in agreement with authors who support the construction of the questionnaire. [ABSTRACT FROM AUTHOR]

The use of teaching tools has become an alternative to complement the learning of school content. This paper provides some overview aspects of Compilation and performance analysis of the computational tools GALS, Grammophone, The Context Grammar Free Checker, Verto, and Parsing Simulator that were developed to support the compilation process and aim at assisting the learning in Compilers course. There are several known tools, but only a few were built for academic purposes and will be presented in this paper, as they were tested by students in the Compilers course in the Undergraduate course and also int the Master's course in Computer Science at a Brazilian Public University in Paraná to analyze hypotheses, to help verifying parsing examples and to exchange experiences about these Compiler tools. It was observed that the lexical and mainly syntactic analysis phases become more didactic and attractive to the students, making it easier to understand their functionalities and implementation of a compiler as a whole. GALS has shown to be a good option with a simple interface, working with lexical and syntactic analysis for more than one language (Java, C++ and Delphi). Studies of Context Free Grammars in LL(1), LR(0) and LR(1) format may be favored not only with GALS, but also with the tools Grammophone and The Context Grammar Free Checker. Verto, on the other hand, works didactically, not only on the lexical and syntactic analysis steps (the latter also with LR(1) Parser), but also on code generation. Parsing Simulator proved to be an intuitive tool and also presents an extensive collection of syntactic analysis options showing the step by step LL(1) and LR(K) analysis tables, promoting teaching-learning in Compilers. [ABSTRACT FROM AUTHOR]

This paper analyzes teaching characteristics which are implicit to the characters of the movie "The boy who harnessed the wind". The film was compared to the students' teaching experiences. A dialogue about their representations and impacts on their/our practices in the classroom was conducted. We started to write during the first wave of the COVID-19 pandemic in Brazil. Through remote synchronous meetings with students of the degree course in Geography - Supervised Internship Discipline, we used the film as a didactic resource. The results show that the students were impacted by the skills, abilities and attitudes represented by the characters, reiterating practices they considered as positive while others were reprehensible examples. The conclusion demonstrates that the use of films in the education of the geography teacher can be a satisfactory tool when its complementarity is observed, as well as the objectives and adequate didactic-pedagogical mediation. [ABSTRACT FROM AUTHOR]

This paper presents the results of a study aimed at identifying good practices in different systems of Vocational Education and Training (VET) around the world and in some regions of Mexico, with the purpose of designing a new vocational model for the state of Guanajuato, integrating the educational and employability dimensions, and considering the new trends in vocational systems, that have evolved from an exclusive action of educational centers, towards a new conception that integrates strategic actions carried out collaboratively by educational, governmental, social and economic actors in the region. This is a research project where a documentary analysis methodology is applied, exploring different sources and references of vocation systems that have been implemented by different countries and in other states of the Mexican Republic, to make the proposal of a new vocation model, which is the theoretical-practical reference to coordinate the actions of different actors in the region, which facilitates adequate decision-making by Guanajuato students about the continuation of their educational preparation at the high school and college levels, in addition to the best option for employment. The resulting model integrates two major conceptual axes and four subcategories in each axis, so that it is the initial input for the design of state public policies, as well as the formation of strategies in the educational, social and economic sectors of the state of Guanajuato. [ABSTRACT FROM AUTHOR]

The present paper explores elements of the national political debate on education, focusing on the authoritative references used in deliberation. The systematic identification and analysis of the intertextualities present in the debates on education that took place in the Portuguese National Assembly (ar) between 1978 and 2018, allowed to map the sources of authority used - national and international; legal and expert - and disclose structural features of the discourse on education. The results point to the existence of a discursive environment that is not very favourable to evidence-based deliberation, in which the questioning of sources of authority and the results achieved is persistent. Discourse evolves around the horizon of international comparison, with the persistence over time of the ideas of crisis and change. [ABSTRACT FROM AUTHOR]

The virtual platform CHA for educators is a social technology to support educators in the expansion of knowledge and development of skills and attitudes in health to face the social and educational changes due to COVID-19. This paper presents quali-quantitative analyses of a sample population of basic education educators in Brazil, consulted by the project for validation. The pilot study was conducted by means of an electronic questionnaire distributed on social media for one month to active basic education teachers. Of these, 83 answered the entire questionnaire, 75% are women with an average age of 41.3 years, with more than 15 years of teaching; 59% belong to the risk group and work in public education; 52.6% were bereaved, and 43% have difficulty with digital media. Educators (85%) reported being stressed and afraid. Most indicated working more than 12 hours/day (75%), but identified that student attendance in remote classes was low. The content analysis of the speeches written in the diagnostic questionnaire revealed two categories, Teacher Health and Teaching-Learning, and 14 subcategories (07 for each) related to the impacts of the pandemic on the educator's health directly influencing their praxis and the quality of the teaching-learning process. The results showed the need for a space of care for the teacher's health and for professional qualification and exchange among them to improve the teaching-learning process in times of the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

This paper deals with theoretical, methodological and ethical questions raised when embracing children as subjects of research in an ethnography of the agency of the bullying concept in Brazilian contemporaneity. In order to situate these challenges in an empirical context, the paper delineates as a case study the connections that children today make between the agency of this concept and the attribution of pejorative nicknames among school peers. [ABSTRACT FROM AUTHOR]

In this paper, two different philosophical proposals to introduce and carry out philosophy in school spaces which include the participation of children are compared. These are: Philosophy for Children (P4C), mainly developed by Matthew Lipman and Ann Sharp, and Philosophy with Children (PwC), which is actually a set of "second generation" (counter)proposals--as described by Vansieleghem and Kennedy (2011), based on Reed and Johnson (1999)--among which those created by Walter Kohan and Karin Murris, to mention a few, stand out. The text begins with some similarities between both proposals, before comparing them in each of their dimensions. First, P4C is discussed. Second, PwC. Their ideas about education, school, philosophical education, their concept of childhood, the role given to teachers and their relation with politics are the main focus. Third, PwC's critique of the P4C program is studied. Finally, the paper concludes with some ideas on the issue of introducing philosophy in the school space. Particularly, PwC's proposal is supported, fundamentally because of its coherent acknowledgment of the autonomy of teachers and of the political element in education, and since philosophical experience with children is characterized in particular by questioning and critiquing, and, therefore offers the possibility of bringing about important transformations, at both the personal-individual and the collective levels. [ABSTRACT FROM AUTHOR]

This article discusses how assumptions about the nature of childhood have been triggered in the confrontations about the legitimacy of gender and sexuality themes in education in contemporary Brazil. We analyse two practical-discursive pitfalls that have been consolidated in these confrontations. The first, forged by anti-gender discussion and education activists, consists in the narrative construction of vulnerable childhood to be protected, and triggers moral panic at the prospect of discussions about gender and sexuality in schools. The second, more subtle trap, concerns the situation of passivity attributed to students in the school context, who are considered to be the subjects of instruction by teachers, including those moments when gender and sexuality issues are addressed in the classroom. The image of a child-prisoner, passive and in danger made-up by the "gender ideologues," populates the narratives analysed in the first part of the paper. It allows us to discuss the political uses of the hyperinflation of this idea of child vulnerability. However, even in educational practices that invest in working gender and sexuality matters in school setting, we observe that children can be conceived as lacking agency, such as discussed in the paper's second part. In order to challenge these logics, we highlight the ludic dimension and playing with conceptual and methodological tools that can contribute to a non-pedagogizing approach to gender and sexuality in education. [ABSTRACT FROM AUTHOR]

Current paper analyzes environmental education as a type of promotion of sustainable development. Based on the deductive method, research features as exploratory, bibliographical and descriptive and discusses the effects of globalization that developed in hyper consumerism. Further, sustainability is seen as a model of development caused by the urgency to implement human activities that would impair necessary conditions to maintain human life on the plant for future generations. Analyses on education will be developed as a tool to make feasible the diffused idea of the preservation of the ecologically balanced environment for present and future generations. It may be concluded that environmental education is a basic right to attain sustainable development. [ABSTRACT FROM AUTHOR]

In this paper I intend to analyze the plausibility of putting together two statements of Montaigne about himself. In the essay about the education of the children, Montaigne claims not to have heard any word of French or Perigordian before his six years; in the essay about experience, he tells us that his father sent him to be brought up in a poor village, and kept him there as long as he was been nursed. My point is that it seems implausible that Montaigne have not heard at least any word of Perigordian during his childhood. [ABSTRACT FROM AUTHOR]