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Resting on bibliographic reference, this paper focuses on the subject of the Historical-Critical Pedagogy (PHC). It aims to discuss about PHC, taking elements from its historical and conceptual path brought about from the ideas of intellectual and activist Dermeval Saviani, since the late 1970s, up to the achievement of its collective character, in a movement that builds a critical pedagogical theory of the relationship schoolsociety. Historical, philosophical, psychological, economical, socio-political and methodological aspects constitutive of this anti-establishment theory are approached, as a possibility for the educational work to be developed in public schools, to answer the working class' needs. It's a necessary path to be followed by education professionals. It is a theory that has as one of its central assumptions the defense of classic knowledge domains, the curriculum as a fighting tool against the weapons deployed by the ruling classes. The PHC thus upholds a project of education and school. [ABSTRACT FROM AUTHOR]

The main objective of this paper is to address the main educational problems experienced in Haiti through decades under the light of bibliographic research and analysis. This paper starts with are flectionar ound the example of tireless struggle that broke with the slavery system in the year 1804 and the country became the first free Black Republic in the world. However, until now, unfortunately, it could not lift an educational system capable of giving support to the simpler problems of education in the country. It is believed that the possible ways for changes in the field of education from the ethical-moral assumptions for the recovery and transformation of Haitian society as a whole. Based on this perspective, it is essential that the role of the educator in front of Haiti educational problems; once the educator can be protagonist, able to present and articulate ideas, proposals and alternatives to transform reality, in the collective through the action and reflection on the causes. The article ends by proposing a possibility of alternative education, and points to the need for commitment to call all citizens, whe ther they are residing in the diaspora or not, to contribute for the quality of education. So, a free Haiti can be expected, sovereign, solidarity, misery free, a prosperous Haiti where there is a place for education can be an indispensable tool to transform this society. [ABSTRACT FROM AUTHOR]

This paper presents the results from the application of educational strategies aimed at spreading paleontological knowledge and community-scientific environment integration, in two high schools in Porto Nacional City (TO) developed like a part of the institutional extension project "Building networks of knowledge and experience by teaching Paleontology in state and municipal schools in the city of Porto Nacional, TO". The methodology consisted in to apply two questionnaires to students, (one at the beginning and another at the end of the intervention activities), with the purpose of diagnosing and assessing the level of knowledge about Paleontology, and another to verify the availability of the interference activities as a tool in teaching and learning process. The activities consisted of lecture, workshop of fossil replicas and a visit to the Laboratories of the Biological Sciences Course of Universidade Federal do Tocantins (UFT). Students in both schools showed up like a similar level of paleontological knowledge. At first it was possible to verify a low paleontological knowledge by students. The implementation of the pedagogical intervention activities demonstrated to be effective in knowledge acquisition, since these activities and after application of the second questionnaire, perceive a change in students' knowledge. [ABSTRACT FROM AUTHOR]

This paper seeks to question this "pedagogical prejudice", making room for a debate addressed to the understanding of the sociological and philosophical knowledge as constitutive knowledge of one of the main social functions of the school, namely: the education for citizenship. We bring also the discussion of the specificity of Sociology and Philosophy in the School, including such disciplines as members of an educational project founded to build a "prudent knowledge for a decent life," as teaches us today, Boaventura de Sousa Santos (2006). [ABSTRACT FROM AUTHOR]

The research in Education finds in the cinema a new investigative field of exploration. Furthermore, when the object of interest is related to the body in its various nuances - educational, cultural, social historical, philosophical -, we have in films a privileged possibility of extending the experiment of the thought. In this paper, basing on the work of the French philosopher Maurice Merleau-Ponty, we assume that the statutes of the films images in the research domain needs to be envisioned in another way: not as mere methodological strategies, but as indirect language doing the researcher to see and think otherwise. This text, inspired by this assumption, follows the following steps: a reflection on the body and the vision in Merleau-Ponty's thought, which allows us to question how address ourselves to the images and to the world of visibility, to the visible and to the invisible of what we see. This first inspiration leads to epistemological and ontological nuances that surround the relationship between the body and the cinema. Our point of orientation is the text The cinema and the new psychology, whose reading permeates our view of the real and the imaginary. Subsequently, we present an example of how another treatment of the images is possible. Finally in conclusion we list some implications of these perceptions for investigations in the field of Education. [ABSTRACT FROM AUTHOR]