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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 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 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]

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]

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 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 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]

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 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]

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]

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 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]

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 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 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]

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 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 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]

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]

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]

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]

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 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]

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]

according to the German psychoanalyst Erich Fromm (1900-1980), spirituality should be understood as an attitude that aims at breaking away from egocentrism, a way out of oneself guided by the love of life, imbued with na existential sense and a defender of human diversity. With regard to education, Erich Fromm points out that the act of teaching is capable of awakening the potential skills of the learner's own being, whose potential may be dormant in his or her own interior and that only some stimuli are required to be awakened. In this perspective, this paper aims to explain and analyze aspects of the interface between humanist spirituality and education based on Erich Fromm's writings, emphasizing that the educational process should also encompass the individual's spiritual dimension. As a methodological resource, we propose to carry out a theoretical-bibliographic analysis of the following works: Man for himself, The Heart of Man, Revoir Freud and To Have or to Be?, all authored by Erich Fromm, in addition to resort to the works of some commentators of this humanista psychoanalyst. Finally, we intend to show that the cultivation of inner wisdom is an essential aspect for the improvement of the learner's own being, as it promotes the awakening of biophile consciousness. [ABSTRACT FROM AUTHOR]

There is no denying the effects of the 16th century Reformation on education. This movement will be one of the most important factors for the rise of a literate culture in Europe, after the invention of the press by Johannes Gutenberg. Reformed Christianity will establish a new type of religion, from a close and personal relationship with the Deity, this spiritual relationship will take place through the mediation of the Holy Bible, that is, through the reading and understanding of the Holy Scriptures, because in the perspective of Protestant faith the Bible is considered the legitimate word of God, the only rule of faith and practice. This paper aims to present some of the contributions of the Protestant reform to Brazilian education. The present research used a mixed method: which comprises the historical method and the biographical research. Protestant schools quickly proliferated across the country. Protestantism did not preach only the doctrines of the Reformation, but liberal, pragmatic and individualistic 19th century Protestantism. The contributions of Protestant churches to Brazilian education were many: They focused their learning method on intuitive teaching, brought the study of English and other languages, promoted mixed experiences of living in the classroom involving boys and girls, emphasized the sciences in the curriculum and had as a parameter a school culture focused on hard work, autonomy and humanistic development, elements inspired by American and European culture. [ABSTRACT FROM AUTHOR]

The Local Health Council is the advisory body of the Unified Health System (SUS), in the area of the local health service, relating directly to the Municipal Health Council. This paper aimed to systematize the experience of working in a Local Health Council (CLS). It is a descriptive study with a qualitative approach based on the systematization of experience. The instrument used for data collection was a field diary. The activities focused on the development of workshops focused on social control on SUS. The planning of activities was based on reflections made while we participated in the meetings, which made it possible to identify CLS strengths and weaknesses. At the end of the process, we observed that the population was involved and committed to the council, as well as in searching for improvements for the community. The meetings managed to develop greater autonomy by the counselors, the search for a greater understanding of the population’s needs, in addition to being possible to identify a greater willingness to change. We have observed more empowered counselors regarding their their responsibilities. In this way, we understand that the educational process developed in this space improved the quality of participation and strengthened social control. [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]

This paper investigates the results and impacts of scientific dissemination activities that had the mathematician Alan Turing and the issue of homophobia as central themes and that took place in October and November 2019, with high school students from state schools located in Caraguatatuba. These actions covered the life and work of Alan Turing, his role in shaping the modern concept of the computer and the criminal conviction he received from British justice for his homosexuality. They also worked on issues related to homophobia and prejudice against members of the LGBT population. As a basis for these presentations, some theoretical references on the topics covered were analyzed, especially in scientific articles and academic works. For its realization, short videos were investigated and used. The activities had an interdisciplinary approach and dialogued with topics from both the exact sciences and the human sciences. After the activities carried out in two schools, a total number of N=60 students present answered a questionnaire with the aim of investigating their conceptions about the topics covered. The results point to the importance to deepen the debate on homophobia in basic education. [ABSTRACT FROM AUTHOR]

This paper aims to analyze Neoliberalism as one of the factors that lead to the production of conceptions of school failure. The objective is to discuss how neoliberal ideals are introduced in the school setting, causing social, political, and economic relations to be reproduced at school. Furthermore, to understand how these ideals transform the meaning of school. Regarding methodology, It is a bibliographical research divided in two moments: to explain the basis of Neoliberalism and its unfoldings, and henceforth, to present articles that demonstrate conceptions of failure and that are close to themes that refer to the neoliberal ideal. Therefore the research, it was possible to realize that the fundamental theme that links these concepts is the reproduction of social inequality at school. [ABSTRACT FROM AUTHOR]

The present article is built as a cut-off from the research project "Robotics, Computational Thinking and Digital Technologies in Basic Schooling: Strengthening Learnings and Competences in the Resignification of Science Teaching", which is being developed since November 2019, with funding from Conselho Nacional de Desenvolvimento Científico e Tecnológico - CNPq and the Brazilian Ministry of Science, Technology, Innovations and Communications - MCTI, based on the Universal Call for Projects - MCTIC/CNPq - Public Notice n° 05/2019 - Science in School Program - Science Education in Basic Schooling, with support from Nove de Julho University-Uninove/SP-Brazil. Presented in this article are examples from gathered experiences and obtained results, from the perspective of the young participants of this project in the second half of 2021, aiming at clarifying the possible contributions of an "Interschool Science Club" for campaigns of internationalization, stemming from the partnership between universities and school institutions from multiple countries (Brasil y Ecuador) involved in this research. This paper is developed based on qualitative methodology, via intervention-research. [ABSTRACT FROM AUTHOR]

This paper presents the results of the study carried out on the Quilombo de Dandara Collective (Coletivo Quilombo de Dandara), located in Presidente Prudente, which established a Slam Poetry space in the city center. The objective was to understand the Slam educational processes and their relationships with school knowledge, as well as analyze its spatiality in relation to the broader processes of urban space production. Through the interviews, we accessed the life trajectories of the Collective members, their intersections and intertwining, their spatial practices, and their educational role. The Collective educates, by discussing topics such as racism and sexism, by welcoming multiple manifestations, by giving the floor to those who normally have no voice, and by connecting with other educational contexts that form an alternative political and cultural circuit in the city. Therefore, it is possible to think of the Quilombo of Dandara Collective as an insurgent spatial practice. [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]

This is a systematic review of the literature, in order to verify the position of the public-judiciary authorities on the actions and guidelines that value and develop the environmental perception of this sector, as well as society at large, hence the importance of positioning and decision-making vis-à-vis the interpretations and bottlenecks that the legislation offers. The role of education (environmental) reinforces the Foundation of awareness levels being fundamental to the evolution of the practices of these concepts The Government-judiciary State of Tocantins, therefore appears in the premises raised demonstrating alignment and profile of involvement with this social and environmental awareness. To this were consulted works published as scientific papers, dissertations, theses and technical and scientific documents to carry out qualitative research about the topic addressed. With this, the Performance Reports of the Sustainable Logistics Plan of the Judiciary of Tocantins of 2017 were analyzed, of which three specific goals were analyzed: 1. Reduce by 2% the consumption of disposable cups (water and coffee) in 2017; 2. Reduce paper purchase spending by 10% in 2016/2017, and, 3. Socio-environmental training, awareness raising and communication for sustainability. The aim of this work was to present the importance of the knowledge of the interaction between perception and environmental education considering the positioning of the Government-judiciary. The discussion of the results took place through the critical analysis of authors based the data reported in the literature. [ABSTRACT FROM AUTHOR]

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]

This paper, written from discussions and readings among the authors, members of the Education, Culture and Subjectivities research group (GPECS/CNPq/UFS), and developed through the Master's thesis of one of the authors, proposes a reflection on the aspects from the theory of Baruch de Spinoza to compose different ways of educating. The aim is to consider a curriculum that goes beyond traditional models, and that is committed to producing an education enhanced by happy affections. In this sense we ask: what can a curriculum do? To think about this question, we will use the systematized results of a survey of curricular experiments, carried out for almost three years, in a school located in the State of Sergipe. In addition to Spinoza, we will bring in the theoretical framework concepts by Gilles Deleuze and Félix Guattari and the idea of curricular nomadism by Sandra Mara Corazza. With this articulation, we seek to demonstrate some principles and practices that guides to a loving education, composed of happy affections, capable of increasing the power and intensity of thought and learning. [ABSTRACT FROM AUTHOR]

Higher education is responsible for educating and serving society, and guidance is among the competencies of a higher education institution. Facing the obligation to accomplish this proposal, the students come across a reality - such as the need to read and write - to which they often have not been stimulated in previous stages of their formal education. The activities inherent to scientific work enable reflexive situations on academic knowledge and their expansion at the research level. Due to such finding, in Term Paper (Trabalho de Conclusão de Curso in Portuguese/TCC) and Undergraduate Research (Iniciação Científica in Portuguese/IC) activities at the Federal University of Mato Grosso (UFMT) Entomology Laboratory, as well as in interdisciplinary research with the Portuguese Language, the academics are invited to exercise the ability of authorship and criticality in front of reflections and what is produced. The academics learn to participate and value scientific events and to retextualize monograph for scientific article. [ABSTRACT FROM AUTHOR]

This paper has the goal to contribute to critical reflections around the educational processes developed in Brazil. Therefore, this research conducts analysis that lead to the understanding that the brazilian educational system legitimates students' selectivity and failure by a meritocratic and excluding evaluation system, which relates to the capitalist society. Furthermore, we propose a favoring to the comprehension of the relations between structural problems involving poverty, racism, and job market segmentation and the country's educational disparity increase, making an articulation with the Covid-19 pandemic impacts to the brazilian population's scholarity. Finally, an eye is directed to the brazilian youths, with the intent of understanding the current pandemic context impacts to the scholar and professional paths of this population's segment. [ABSTRACT FROM AUTHOR]

This paper aims to think about two main points: exploring the reflective contributions to teacher education and observing the didactic possibilities for teaching through Japanese comics (Mangá) titled Assassination Classroom, by Yusei Matsui. Thus, the intent of this research is to conceive the Mangá as a bridge to imagination: either to discuss the human condition in the adventure of teaching - about its responsibilities and its limitations, or to understand the value that lies in nurturing and developing affectiveknowledge relations with students, with the intention of welcoming and caring in order to better teach how to live and exist in society. [ABSTRACT FROM AUTHOR]

Within migratory flows, children are not only the most vulnerable group in terms of violation of rights, but also the group with less visibility concerning their displacement. With the increase of immigration in Brazil, it was noticed a significant number of immigrant children in the public school system in Ponta Grossa/PR. This motivated studies whose results are discussed in the this paper. The aim of this article is to present an analysis of the invisibility of immigrant children and its impacts on educational assistance in the aforementioned educational network. The qualitative research used as methodological strategies questionnaires and semi structured interviews. The study demonstrated that children invisibility also appears on public educational policies as well as on the pedagogical practices carried out in schools. [ABSTRACT FROM AUTHOR]

This paper proposes to analyze the educational assistance to refugees in Manaus in the years 2017 and 2018, as part of the democratization process of Brazilian education, in which the human rights perspective is interpreted as a universal guarantee by the signatory countries of the Universal Declaration of Human Rights (1948). The research is both bibliographic and documental, based on theoretical principles which are indispensable for a substantiated understanding of the concepts. The results reflect the compilation of processes, formats, and challenges involved in providing educational care to refugee students in Manaus as a fundamental part of their right to access and remain in the public education system. [ABSTRACT FROM AUTHOR]

Considering the concept of double vulnerability of the refugee child, this article intends to shed light over the conditions in these refugee children are inserted into educational institutions through the eyes of their mothers. We seek to relate interviews with five refugee women from the Democratic Republic of Congo who had children enrolled in public schools in 2019 with legal apparatuses that regulate education in Brazil, specifically in matters of documentation for access to educational institutions. The analysis alows identification of three contitioning factors that shed light on the challenges of refugee children integration: the difficulties of access to public schooling due to the lack of recognition of the validity of refuge papers, language as a barrier for integration and the prejudice experienced inside the school environment. [ABSTRACT FROM AUTHOR]

The teaching of indigenous history and culture in Brazil, although required by Brazilian federal law 11,645/2008, is still obfuscated by many variables such as racism and the lack of professional qualification of the teachers. In the specific case of Art History, its Eurocentric nature relegates indigenous artworks and styles to oblivion. Given such a situation, the present paper describes the making of and results of the digital workshops "Indigenous Arts for Teachers." The workshops congregated private school teachers, from public and private schools, from different regions of Brazil. They were developed through a virtual learning environment during the Covid-19 quarantine in Brazil in 2020. Following the principles of university extension, the workshops aimed to produce knowledge dialoguing with the nonacademic public, providing theoretic tools for the design of didactic sequences for children and teenagers based on the critic of eurocentrism in Arts and History. At the same time, as the supervisor presented theories and historical contextualization, the public brought their questions and contributions about indigenous arts. As a result, the participating teachers produced didactic material and sequences for their classrooms based on a decolonial perspective. We perceive that despite the lack of institutional support and academic information about indigenous history, the participating teachers displayed a profound interest in teaching indigenous culture to their students. [ABSTRACT FROM AUTHOR]

Scientific studies that adopt the experimental method in the accounting area, in brazil, are uncommon. In the field of accounting education, they are even less frequent. In this sense, the aim of the study was to describe, based on a narrative review of the specifically selected literature, national and international studies in the field of accounting education using an experimental and quasi-experimental method and, additionally, to present research opportunities in this field with the use of the method. Methodologically, the study has a bibliographic character. After surveying procedures with accounting journals, 7 national and 76 international papers were obtained, whose methodology used was experiment or quasi-experiment. As a result, the objectives of the studies, national and international, are similar, with a focus on verifying the effects of different methodologies on student performance and satisfaction. However, the main difference lies in the number of studies, which was higher in the international context, and resulted in a wide array of topics studied. The main contribution of the study is to demonstrate opportunities for using experiments to promote improvements in teaching, learning, professor training and institutional policies. [ABSTRACT FROM AUTHOR]

This article presents two experiences of audiovisual exercises made by students of Forest Engineering at UFRPE who didn't have any previous contact with the cinema field. The objective is to propose a discussion on the use of communicational tools in the exercise of pedagogy, departing from the provocation of professor and researcher Virginia Kastrup (2007) to think about the teacher's work from the perspective of invention, or, in other words "learning as invention of problems". More specifically, the paper intends to think about the term "agroecologist teacher", analyzing the field of agroecology as a meeting point between earth sciences and social sciences. [ABSTRACT FROM AUTHOR]

This paper adopts an historical and global approach to the under-researched field of South-South cooperation in education and development. The first section discusses the concepts of "the South", "the global South" and "South-South cooperation", counter-posed with practices of "triangular collaboration" and "best practice transfer". On this basis, a review of existing South-South education cooperation literatures distinguishes a mainstream approach embedded in liberal and (neo)realist international relations theories from a critical theory approach associated with counter-dependency thinking. Framed by these discussions, two case studies of contemporary global South-South education relations are presented: the ¡Yo, Sí Puedo! (Sure, I Can!) global literacy campaign promoted by the governments of Cuba and Venezuela; and the BRICS common education cooperation agenda. While it cannot unambiguously be concluded that South-South education cooperation produces a counterstructure to the neoliberal global governance of education, the paper equally shows that the South-South principles of solidarity, mutual benefits and self-reliance are very much practiced among South partners. Finally, proposals for future research in this field are presented. [ABSTRACT FROM AUTHOR]