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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]

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]

This paper aims to describe the different teaching categories that exist in the public school system of São Paulo, discussing the problem of temporary contracting and its reflection on the precariousness of teaching work. Through documentary research, a historical-legal path was developed for the emergence of different teaching categories. From this, an exploratory research was carried out on the number of effective and non-effective teachers in the public school system of São Paulo. The research evidences the presence of a large number of teachers contracted in the state of São Paulo in recent years, which has consequences for the precariousness of teaching work. [ABSTRACT FROM AUTHOR]

This paper presents results of a Masters research performed in a children's education school located in a neighborhood located on the outskirts of a city in the West, to find that there was a need to understand and integrate interactivity as spurred playfulness. From that fact, the objectives that guided the dissertation were deepening the knowledge and understanding of social relations (interactivity) among adults/children, children/adults and children/infant pairs, with a view to promote playfulness, through activities and recreational resources that were diverse and meaningful to children. Based on the Sociology of childhood, in qualitative research and methodology of action research, dialogue was used with children and teachers; the observations; the photos; the notes in the field journal. As a result, from tapers of interpersonal ties, stood out: advances in the production of a research conducted with children and not only about them; the emphasis on interactivity, that through the accounts of children was seen as a cause for "joy" by them or by the characters in the stories; and the desire and the other children sequence request for research/games to expand and failed to take into account also the elementary school. The interactivity and playfulness are based structuring axes of the cultures and the axes of the national early childhood education curriculum guidelines (DCNEI) and are present in several legal documents. More than law, constitute children's specificities and should, therefore, be understood and valued. We highlight that the interactivity and playfulness complement each other, since the joke is not innate, but cultural element that needs to be taught/learned/recreated. [ABSTRACT FROM AUTHOR]

In school management should be geared to meet the fundamental aspect, education. Essential for the human being, the subject of his own training. From this perspective, this paper has as main purpose to analyze the role of the manager and managing the educational institution as well as discuss culture as part of this process. To this end, a literature search was triggered, taking as a reference work by renowned authors in the field. The main result of this exploratory study offered support for planning for deeper analysis, in which researchers will develop a qualitative approach, the case study type, next to the Post-Graduate Education - MSc - University of the West Paulista (UNOESTE), with the purpose of revealing, through the technique of the Collective Subject Discourse (CSD), as the manager and teachers understand the management and position themselves on the subject. [ABSTRACT FROM AUTHOR]

In this paper we face a possible crisis in the identity of Brazilian families and use this crisis to work on school-family-student relationship in a psychoeducational perspective. Analyze specific works of authors who work with the family theme and its relationship with the school environment. The family is presented as a social formation in constant transformation and thanks to these changes and had his identity shaken constitution, leaving gaps in their responsibilities to their offspring; such gaps fall in educational issue and that focus on school and school responsibilities towards their students. [ABSTRACT FROM AUTHOR]

This study has the objective to reflect on nursing education in medium level in times of changes in the education and in the modern society. The education of nursing in this level has been one of that it faces greater in recent years difficulty in relation its conception, structure and organization. In spite of the great number of schools of medium education of nursing in the country, researches about these professionals, their formation needs and job market are still scarce. Many teachers that act in this area, they don't attend courses of pedagogic training or master degree in the education to they begin their activities in the teaching. Like this, their educational practices still follow traditional models, taking the formation of professionals with characteristics of the biomedical-technicist model. When review historically the moments of the nursing education, it is really observed great periods that suffered influences of the traditional approach and technicist. However, with passing of the years, these paradigms demonstrate not to correspond to the current necessities, demanding reflections and debates on the problem, where the teacher has been fundamental paper in the search of a teaching-learning process based on freedom and necessary abilities to the current context. [ABSTRACT FROM AUTHOR]