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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 insights shared in this paper are based on research conducted in Greece and Brazil It is centered around the exploration of activist knowledge as a distinct form of knowledge. In doing this, it discusses the role of ref lection in acquiring critical consciousness as well as the unified and holistic character of activist knowledge. This unity entails the intertwining of action with ref lection and action with theory. It shows how critique forms a key feature of activist knowledge and highlights some nuances, tensions and contradictions inherent in the knowledge production of this kind. The latter is shown to be underpinned by plural dialogical processes, which further challenge and enrich knowledge produced in social movements. The paper aims to feedback insights from theory into praxis and vice versa. To achieve its aims, it approaches learning as an ongoing part of the quest for meaning and the quest of meaning as an integral part of acting. [ABSTRACT FROM AUTHOR]

This paper is an unfolding proposal of the studies carried out on the concepts of language through artistic practice. The production of activities by Allan Kaprow and the teaching artistry of Sandra Corazza are supported by the philosophy of Gilles Deleuze and Felix Guattari. Teaching practices are aimed at their potential for creation. The mechanisms of an artist's language are evidenced and placed as developments for creating zones of approach and interaction with education. By these means, the concept of working-art is thought of as a way to escape from the given structures of teaching using reproductive models of programmed content. [ABSTRACT FROM AUTHOR]

This paper aims to contribute with the development of pedagogical concepts that esteems the human subjectivity as a point of integration between symbolic, emotional, historic, current, conscious, unconscious, rational and irrational aspects. The theorical perspective used in this paper as a perception filter of the subjective processes was the cultural-historic theory of subjectivity, from González Rey. A constructiveinterpretative investigation was done in an online course about health matters, based in a self-pedagogy that revealed some pedagogical stances to the learner's emergence as a subject. [ABSTRACT FROM AUTHOR]

This article seeks to better understand some artistic representations of black men in the Western arts (from the 15th the 19th century). The analysis refers to the education field, aiming to understand how the discourse of difference is constructed, also, through art. Examples of artistic works in this paper are: Dürer (1471-1528), Rubens (1577-1640), Debret (1768-1848) and Rugendas (1802-1858). These are all important artists within the history of Western art. It is intended, through the works analyzed, to understand the images of the black man represented in portrait style. These artworks are Albrecht Dürer's Head of a Negro; Head of a Black Man, by Peter Paul Rubens; Different Black Nations, Jean-Baptiste Debret; and Mozambique, by Johann Moritz Rugendas. [ABSTRACT FROM AUTHOR]

Biopolitics and Education: relations from discursitiy about health at school. This paper aims to discuss the relations between biopolicits and education from the agency theories produced by the discursive practices about health on the scolhar context. The paper is based on: 1) literature consulting that, refering to the history of brazilian education, shows the insertion of the practices of health at school; 2) results from a master's degree research that intented to understand the mediation of the interaction of a discussion grouo about health, at a school from Fortaleza, on the participant's postion about the chosen subjetcs. Thus, it is discussed how the agency theories produced by practices of health at the school evidence the link between disciplinary and biopolitical mechanism that aim to regulate the life of juvenile sections. [ABSTRACT FROM AUTHOR]

The paper presents the academic experience of a sociologist within the School of Education of Universidade Federal do Ceará, seen as an interdisciplinary space, of projects development, research groups and teacher training. It is based on the methodological recommendations of Justino Magalhães (2004) and is supported by records of memories from managers and teachers of the institution focused, like Antonio Martins Filho (1996) and Paul Elpídio de Menezes Neto (2011), which have autobiographical components. It presents a selection of teachers' memories and impressions since 1986, when UFC and the author were 30 years old. It concludes that both were in the young stage of life, nurturing challenging dreams and creative plans for the future. [ABSTRACT FROM AUTHOR]

Este texto apresenta reflexões acerca das relações entre cultura, educação e infância, a partir de estudos que se debruçaram sobre a temática da infância e dos museus, e do acompanhamento das visitas realizadas pelo público infantil ao Museu Internacional de Arte Naïf do Brasil, localizado na cidade do Rio de Janeiro. A investigação teve como objetivo contribuir para o diálogo entre os campos da Educação e da Museologia com vistas à garantia do direito de acesso e ao atendimento de qualidade das crianças pequenas a esses espaços. Com os resultados da pesquisa, foi aferido que os museus possuem um enorme potencial no desenvolvimento de momentos lúdicos de aprendizagem para o público infantil, desde que se diminua a lacuna nos estudos teóricos que elucidam as especificidades da infância nesses espaços. [ABSTRACT FROM AUTHOR]

The atypical sign language is a linguistics-based dysfunction expression that is manifested in the language processing of the deaf and may jeopardize the comprehension and/ or production of sign language. The objective of this paper is to present a description of referral cases identifying the use of atypical sign language in a partnership case between a bilingual speech therapy clinics and schools for the deaf in the city of São Paulo. For this study, interaction and contact procedures between professionals at a bilingual speech therapy service and schools for the deaf were registered. The flow of initial referrals accomplished for the health clinics are described and analyzed. Out of fifty-three referrals for screening, fifteen failed in the speech therapy screening and were evaluated using the Brazilian Sign Language (Libras). Following the conclusion of the evaluation, those deaf students who presented a diagnosis of atypical sign language were referred to sign language-based speech therapy. [ABSTRACT FROM AUTHOR]

This paper investigates the uses of technology in education, with reference to the dialogic resignification of senses and the socio-political and cultural relations of technologies in the constitution of the pedagogic discourse. It concerns to the investigation of the emblematic issues of the technology field used in education, glimpsing an education model that is sensitive to the prevention of the naive incorporation of technology in education. The study reviews conceptions to recognize the plurality and objectivity that have grounded pedagogical practices, elucidating how technological elements promote curiosity and interfere directly in the cultural formation, learning, language and all dimensions of human rationality. [ABSTRACT FROM AUTHOR]

This paper consists of a theoretical essay which investigates the theme of citizenship as an everyday practice. It proposes conceptual interventions in this field and at the same time it seeks to establish interlocutions with situations related to educational processes, particularly those that take place at schools on a daily basis. It aims at making connections between categories related to the area of everyday life studies and the thematic perspectives of some researchers that have recently discussed the theme of citizenship education as an everyday practice. Three analytical categories, agency, experience and identity, will stand as points of interrelation between the two research lines presented on the theme. In the end, we suggest what the interconnection of those two perspectives might bring to the understanding of citizenship and for the processes of citizenship education. [ABSTRACT FROM AUTHOR]

This paper analyzes social aspects involved in the emergence of transgender (male-to-female) teachers at school. We use the notions of outsiders and heteronormativity to analyze how these teachers remain in the teaching profession. We believe that the emergence of such teachers is related to new positions relative to notions of gender in human rights policies, specifically the struggles of social movements. Finally, we argue that the emergence of these teachers cannot be understood as suspension of heteronormativity, but as the emergence of new issues to consider in the school environment. [ABSTRACT FROM AUTHOR]

The aim of this paper is to investigate the concept of democracy and education developed by John Dewey and Paulo Freire. Reader of the work of Dewey, Freire also had contact with the debate of the ideas of this thinker in Brazil, particularly through the work of A. Teixeira and L. Filho. Study how the thought of Dewey echoes in Freire's work helps to understand his original way of weaving his concepts. Freire takes forward the idea of Deweyan democracy as a way of life guided by reflective thinking. He saw in the the problem-solving dialogue and generator of the meanings of the transforming action of the social and historical situation an educational process that can educate, humanize, free and, thus, overcome the oppression that is also historically created by man himself. [ABSTRACT FROM AUTHOR]

The Prison School Culture: between instituted and instituting. This paper intends to know and reflect on daily life and culture of the prison school. It is also essential to know the numbers that allude to the Brazilian prison system, number and profile of the prisoners, because we understand that these are important data for studies on education in prisons. It is necessary to unravel the possible transformations that (re)draw in a place, a priori, marked by the control, the static, but which, from a closer look at the experiences lived there, it can be seen as fruitful as daily practices of the subjects that make the prison school. [ABSTRACT FROM AUTHOR]