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The paper in question is focused on (1) valuing the expanded and transdisciplinary approach for the definition of cultural heritage, consolidated in Brazil from the 1970s/1980s onwards, (2) and its subsequent applicability in the field of education, under the influence of a liberating pedagogy proposed by educator Paulo Freire. An important consequence of this process involves the conception of a formal education system structured to promote collectivity, equality, diversity, and educational equity, as a solution towards ensuring both the learning and development of students. (3) The paper discusses the contribution of the expanded context of cultural heritage and its relationship with the field of education in the development of pedagogical strategies that promote educational equity, through the Base Nacional Comum Curricular (BNCC), a document that parameterizes the curricula from early childhood education to high school in Brazil. From a bibliographic review, the paper presents the conjuncture on which the new look at cultural heritage has been consolidated, and the consequent redefinition of heritage education actions, and then, as a result, analyzes the approximation between this new approach and the formal educational strategies present in the BNCC, as well as the possibilities of intercommunication between both. [ABSTRACT FROM AUTHOR]

This article addresses the National Common Core Curriculum in Brazil, focusing both on its Introduction and the sections dedicated to music teaching. The paper draws on contributions from broad critical curricular perspectives, arguing for the access to powerful knowledge as a means of achieving social justice and democratic social relations. It outlines some aspects of an ongoing qualitative research project, which investigates the recent curricular debates about the consistent inclusion of music in the primary and secondary levels of schooling in Brazil. Preliminary results suggest that the Base Nacional Comum Curricular (BNCC) relying on the development of pragmatic and generic competencies, is very far from promoting access to the pivotal epistemic structures of the discipline. At the same time, we hope to raise awareness about the potential powers provided by musical knowledge, which might help the Brazilian music education field to strengthen its curricular and epistemological bases. [ABSTRACT FROM AUTHOR]

In this paper, it is aimed to carry out a comparative-terminological study on the terms designating the agents involved in the celebration and registration of official marriages and in the issuance of marriage certificates in Brazil and France. Thus, it is intended to find the degrees of equivalence that are maintained between these terms, reflecting on the terminological differences and similarities that underlie them. To do so, this study is based on the theoretical and methodological assumptions of Terminology, more specifically on Bilingual Terminology. Therefore, criteria to establish the equivalence degrees between the terminological units studied were adopted according with this approach. As main results, this research reveals that there are more differences than similarities between the terms analyzed in Portuguese from Brazil (PB) and French from France (FF). In this sense, eleven cases of empty equivalence and seven cases of partial equivalence were found. Based on these data, it was observed that, when it was possible to establish an equivalence relation between the studied terms, this equivalence is partial. Furthermore, this study found that most terminological units in BP do not have an equivalent in FF in the domain in question. These particularities are mainly due to legislative differences regarding the way according with the rules of official marriages are organized in these two countries. In turn, these nations are influenced by socio-cultural issues underlying the area of civil law, as that they are two distinct historical and social realities. [ABSTRACT FROM AUTHOR]

This paper aims to launch a reflection on the curriculum from a post-structural perspective that understands social reality as politically disputed. In this sense, we present, even if briefly, some concerns that emerge from the most recent disputes in Brazil around education and the curriculum and we argue, above all, based on other recent works, as a curriculum policy that values the difference of the another, instead of wanting to simply annihilate it, is certainly the more concrete possibility of establishing, in education, more livable spaces for more and more people. [ABSTRACT FROM AUTHOR]

Since the 1990s the curriculum gains centrality in Brazil due the neoliberal policies implemented in line with large-scale exams, and when it was used as the representation of the quality of one's education. In 2017, the latest version of the National Common Curricular Base (BNCC) for early childhood education and elementary education was published, constituting itself as a national curriculum. This new curriculum was dealing with narratives of educational equality and conservative representations and private interests, which gained voice in 2016 with the political-legal coup, supported by the media, and the rise of Bolsonarism. However, the imposition of a common curriculum conflicts with ethnic and racial diversity, even with the Law No. 10,639 / 2003 and Legal Opinion No. 03/200. In this sense, this paper intends to carry out a theoretical reflection from studies on the BNCC, pointing out some problematical elements about the place that ethnic-racial issues occupy in this national curriculum. [ABSTRACT FROM AUTHOR]

Brazil is the largest and most influential country in South America with a population of about 211 million. The reality is a country with a wide gap between rich and poor. Many of its issues of (in)equity are related to a complex mix of factors, such as its large population, ethnic and cultural diversity, class and income disparity, late slavery abolishment, unstable democracy and political governance. At a national level, the former Brazilian government attempted to address the challenges outlined above by passing new legislation in 2007 that expanded the services and scope of the federal universities, particularly in respect to increasing access to tertiary education and providing increased support and infrastructure for people of middle- and low-income families. In this paper we analyse a PETE programme offered at one university in the Brazilian Northeast in response to changes introduced as a result of the 2007 legislation. Drawing on the perspectives of graduates from this programme, we examine how they see the complexity of social justice and equity issues from their experience in the course. Data were generated through focus group and individual interviews with former students. We supplemented this with document analysis of key policy and curriculum artifacts produced by the programme, and consultation with professors from the course to better understand the former students' experiential dynamics. Each participant expressed a strong affinity for and orientation towards social justice as an integral aspect of school physical education. The curricular restructuring enables students to engage with a broad range of content underpinned by ethical, political, aesthetic, epistemological, pedagogical and theoretical-methodological principles. We consider that this curricular orientation seeks to meet the regional and local needs so that future physical education teachers, in turn, intervene with a more critical socio-cultural perspective in their teaching. [ABSTRACT FROM AUTHOR]

Objective: this paper aims to describe the first phase of a project whose general goal was to develop a consensus-based set of advanced practice nurse competencies applicable to Latin American countries and, based on these competencies, produce an advanced practice nurse curricular prototype adapted to Latin American countries. The project was framed in a competency-based approach to advanced practice nursing education. The specific aims of the first phase of the project described in this paper were: 1) to identify a set of potential advanced practice nurse competencies that would serve as the template for Core Advanced Practice Nurse Competencies in Latin American countries and 2) to establish consensus for Core Advanced Practice Nurse Competencies in Latin American countries. Method: advanced practice nurse competencies were derived from a comprehensive review of published competencies and informed the development of a survey designed to assess the relevance of advanced practice nurse competencies in Latin American countries. The survey was distributed to nurse leaders and nurse educators. Data were analyzed using descriptive statistics. Results: consensus for Core Competencies was established. Conclusion: the Core Advanced Practice Nurse Competencies presented can provide a structured framework to build educational programs aligned to the needs of the regional environment. [ABSTRACT FROM AUTHOR]

This paper reports on a cross-sectional study performed with 370 students and graduates from 15 undergraduate health courses in a public university in Rio Grande do Sul, Brazil. The objective was to identify interprofessional education (IPE) curricular experiences and to evaluate the readiness for IPE among students and graduates who have attended a practical experience of IPE (Integrative Module) compared with undergraduate students who did not. The dimensionality and reliability of the Portuguese-validated expanded version of the Readiness for Interprofessional Learning Scale (RIPLS) with 40-items were also evaluated. This version of RIPLS was validated with 32 items. Cronbach's alpha values of the three factors of the scale were: Factor 1 α = 0.89, Factor 2 α = 0.47 and Factor 3 α = 0.83. IPE initiatives were identified in the undergraduate curricula mainly in the practical experience (Integrative Module) (47.5%), curricular placements (29.8%) and extracurricular activities (29.5%). Students and graduates who participated in the Integrative Module demonstrated greater readiness for IPE than students who did not attend. This study suggested that shared experiences among different undergraduate courses are associated with positive attitudes and greater availability of students and graduates for interprofessional learning and work. Future studies including the psychometric analysis of the Portuguese-validated expanded RIPLS are recommended. [ABSTRACT FROM AUTHOR]

This essay intends to analyze different conceptions of curriculum regarding the basic qualification process of rural educators, as perceived in the theses and dissertations produced by Education Graduate Schools of federal universities in the North of Brazil, between the years of 2014 and 2020. In order to gather those scientific productions, we have accessed the Theses and Dissertations Archive (Banco de Teses e Dissertações) of the aforementioned universities. The examination showed that these conceptions of curriculum are centered on critical curricular theories; among the critical theories, there is a majority of studies based on historical-dialectical materialism. Nine out of the twelve projects analyzed use this theoretical and methodological approach as their foundation. The research has also revealed a paradox, which we might be able to interpret through the lens of contradiction. On one hand, the theoretical debates present in the theses and dissertations on rural educators' qualification process highlight the need for curricular projects tailored for the specifications of the sociopolitical, economic, cultural, territorial, and pedagogical context they live in. On the other hand, the empiric data from these researches show that these specifications remain only on paper, and unveil hegemonic curricular practices, moved by capitalist interests, and disconnected from the guidelines of rural education and related critical approaches. [ABSTRACT FROM AUTHOR]

The so called Ginásios Vocacionais (Vocational Gymnasiums) were an institution created in São Paulo State (Brazil) in 1962 and extinguished by the Brazilian Dictatorial Government in 1968. The main intention of this paper is to discuss some features of the teaching and learning of Mathematics in such schools. Some data on the general educational context are presented in order to support the discussion about the two central issues of this article: the role of Mathematics in a curricular framework in which integration among disciplines was one of the main principles; and the influence of New Math in these Gymnasiums. This paper is based in a research developed using Oral History as its main methodological guide. [ABSTRACT FROM AUTHOR]

This paper summarises recent test excavations at five Mound Village sites in the south-eastern sector of Acre state, Brazil, including Caboquinho, Boa Esperança, Tocantins, Dois Círculos IV and V. Radiocarbon dates obtained from the excavation of these sites refine the chronology of this archaeological tradition. To improve the chronologies of the mound villages in Acre for which radiocarbon dates were available, we modelled them using Bayesian statistics. Bayesian modelling of new radiocarbon dates from basal contexts of nine sites in the region establish the beginning of this archaeological tradition at ~ AD 952-1216. Nine dates from ten construction phases at the Caboquinho site establish the longest sequence from ~ AD 1169-1309 to colonial times. The stratigraphy of the test units reported in this study confirms previous results indicating that mounds are the result of alternating construction and occupation episodes. Dates from the Dois Círculos IV Rectangular Mound Village ~ AD 1367-1451 indicates that Rectangular Villages are broadly contemporaneous with Circular Mound Villages. Single dates from three superimposed villages at Dois Círculos V suggest the succession of village construction. Overall, these preliminary results make a contribution to a better understanding of the timing of emergence and demise of Mound Village construction. [ABSTRACT FROM AUTHOR]

Organisational learning is an area that aids organisations in improving their processes by reusing experience so that knowledge is accessible to the entire organisation. However, it is not a trivial task to bring about such learning in software development companies, especially as this is an area where processes and knowledge are often internalised in the minds of employees. Some approaches presented in the literature to facilitate organisational learning aim at transforming content generated within companies with Web 2.0 collaborative tools in courses. These courses are based on learning schema that describes their structure and content. However, the creation of these schemes requires a specialist who knows the company's needs as well as the pedagogical organisation's learning requirements. In order to facilitate learning and minimise dependence on specialists, this paper presents an approach that aims to aid companies in identifying developers' learning needs while creating learning schema in a semiautomatic way. Based on the approach proposed, an environment was implemented and an experimental study was conducted to evaluate the identification of relevant issues to the organisation and development of courses. Results suggest that this approach is feasible for discovering themes and creating in-company courses. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the Escola Sem Partido Bill (PL 7.180/2014) that is being processed in the Chamber of Deputies since 2014 and whose purpose is to end an alleged ideological indoctrination to which students are presumably subjected to in school. Therefore, we intend to discuss issues such as the existence of Ideology in teaching and what kind of ideology one wants to extinguish with such a project. Aspects that concern the freedom and autonomy of schools, students and teachers, will also be addressed, as well as the way this project would work and its possible implications. The method of analysis applied is the Michel Pêcheux’s French Discourse Analysis (DA), which consists of a theoretical-analytical device and involves three distinct areas: Linguistics, Psychoanalysis, and the Historical Materialism. We intend to elucidate terms belonging to this theory so that we can start with the analysis of the said bill’s text, as well as the discourses of its counterproposals: the Escola Livre bill (PL 6.005/2016) and the Política Nacional de Liberdade para Aprender e Ensinar bill (PL 10.997/2018), in order to verify how these projects that relate to the same theme but have distinct objectives mean in Brazil today. [ABSTRACT FROM AUTHOR]

Objective: To analyze the technical-scientific production of research productivity fellows of the National Council for Scientific and Technological Development, in Pediatrics, from 2013 to 2016. Methods: First, data were obtained identifying fellowship researchers using the Lattes Platform, and subsequently calculating the indicators present in their Lattes curricula using scriptLattes software v8.10. Results: In the period studied, 17 fellowship researchers were identified. They published a total of 524 articles in journals, most of them ranked as high and intermediate Qualis. In addition, fellowship researchers conducted 158 supervisions during the period, published 119 books or chapters and 465 papers in conference proceedings. Conclusion: The Brazilian scientific production in Pediatrics has shown to be significant and of good impact, both nationally and internationally. However, the distribution of research groups is concentrated in specific regions of Brazil. [ABSTRACT FROM AUTHOR]

This paper seeks to respond the following research question: can an interdisciplinary approach collaborate in the improvement of the formation of public managers? To answer this question in a partial and provisional way, it was made use of the qualitative method and a bibliographical and documentary analysis, aiming at the level of use of the interdisciplinary approach in the Pedagogical Projects of the undergraduation degrees in Public Administration and Public Management in Brazil. With the analysis used, it was possible to understand that the level of use of the interdisciplinary approach, in the Pedagogical Projects of the courses studied, can be considered as average and that there is a correspondence between interdisciplinarity and performance. [ABSTRACT FROM AUTHOR]

This paper aims to describe and analyze medical education in Brazil, a history of over 200 years. As in most European countries and influenced by the Flexner Report, an undergraduate medical course in Brazil takes 6 years. Recently, medical education research has been advocating a shift from a teacher-centered and hospital-based approach to student-centered and community-based education. Nevertheless, a huge variation exists among Brazilian medical schools. The physicians' supply program known as "More Physicians" has strongly impacted the number of medical schools in Brazil, which is growing rapidly. Professors of medicine from several institutions and other stakeholders have alerted authorities to the risks of operating so many schools without adequate time to prepare teachers, clinician-educators, curricula, and sufficient pedagogical structure to ensure quality medical education. The possibility of an imminent catastrophe in medical education has united stakeholders in pursuit of a guarantee of quality maintenance. This effort has resulted in the creation of an independent accreditation system approved by the World Federation of Medical Education. The study of the unbalanced relationship between stakeholders in medical education in Brazil until now has provided valuable information concerning the importance of having their roles and limits clear. It is possible that these findings might be replicable around the world. [ABSTRACT FROM AUTHOR]

Accounts of neoliberalism in education frequently evoke a universal trend, with insufficient attention to context, as well as routinely presenting the 'pre-neoliberal' as the ideal. This paper argues that studies of neoliberalism, concentrated in the global North, frequently ignore the distinctive forms and histories of neoliberalism in the global South, as well as its connections to other logics of power, which are illustrated using examples of schooling in Brazil. The differing weight of neoliberal politics and policies across geopolitical boundaries suggests caution in casting neoliberalism as a unique institutional setting for contemporary educational inequalities or attributing all educational conservatism to neoliberalism. A conceptual contribution is provided by proposing a multi-scalar approach to educational inequalities, in which educational sites, events and practices are considered in terms of nexus. [ABSTRACT FROM AUTHOR]

Although it has been show that early detection through mammograms is the most effective way to reduce breast cancer mortality, breast cancer is the leading cause of cancer deaths among women worldwide with survival rates being even lower in low- and middle-income countries as compared to high-income countries. Despite the availability of breast cancer screening programs in Brazil through the public health system, some women do not participate in these programs due to structural and/or inter/intrapersonal barriers. The Community Health Worker (CHW) model is a promising approach to reach these women who have not been reached through other efforts. This paper describes a participatory approach for capacity building of CHWs to promote breast cancer screening among low-income women 50 years of age and older in a southern city in Brazil as a combined effort between two academic institutions, the municipal health care system, and a local non-profit organization. The capacity building program consisted of an 8-hour training focusing on knowledge (e.g. breast cancer and screening) and skills (e.g. communication skills, basic principles of behavior change) to promote breast cancer screening among community members. Pre- and post-test questionnaires assessed changes in breast cancer knowledge and self-perceived knowledge and confidence (N =44). There was a significant increase in objective knowledge regarding breast cancer overall, risk factors, and behavior change strategies between pre- and post-test. There was also a significant increase in self-perceived knowledge and confidence, items related to knowledge about breast cancer, breast cancer early detection methods, and the ability to solve problems between pre- and post-test as well as a significant increase in their confidence to motivate women to get a mammogram. Overall, this study demonstrates the importance of welldeveloped capacity building programs to promote breast cancer screening among health care professionals, especially those with limited educational attainment, such as CHWs. [ABSTRACT FROM AUTHOR]

At the beginning of Fall 2012, the new modules of the Electrical Engineering Department at the Federal University of Ceara, Technology Center, Brazil, significantly modified the instructional philosophy of the TH0 176 Electric Circuit II module. The theory course was enhanced by the introduction of more engineering designs into the curriculum, adopting the virtual industry, and laboratory machine as a methodology to teach alternating electric circuit. This paper discusses the use of this new methodology in detailed form. An example is discussed, along with mathematical models, which describes electric circuit behavior, and it helps each team of students to have a specific homework. The approach presented in this paper can be adapted to any other course in engineering/science that involves mathematical calculations. So far, the course evaluations suggest that the students are more motivated and excited about electrical engineering as a career. [ABSTRACT FROM AUTHOR]

Higher education institutes (HEIs) have made a deep commitment to prioritizing sustainable development (SD). Their task is to support practices that improve conditions in societies with respect to ecological, economic, and social issues, e.g., tackling the wicked problems of the world. In this case study, which took place at Feevale University (Feevale), Brazil, and at Häme University of Applied Sciences (HAMK), Finland, the following topics were studied: (1) whether there are international and national SD steering policies that might be relevant to higher education development in these particular universities; (2) whether this steering has impacted HEI's own SD policy and steering; (3) whether such in-house operations are affecting SD content within curricula; and (4) how a pedagogic approach influences the incidence of SD-oriented content at the bachelor's degree level. The analysis of policy level data was based on international and national policy papers recognized separately in both universities. As an indicator of the university's level of commitment to sustainability activities, we measured the incidence level of UNECE's SD themes in the curriculum. A hermeneutical approach was applied to the analysis to demonstrate possible systemic interactions between (inter)national SD policy and SD education at HEIs. At HAMK, some evidence was found of a national level top-down steering process in the university's SD activities. At Feevale, the enhancing of SD education is more of a bottom-up process. International steering appeared to be weak in both universities. The study uses unique quantitative data to show how the incidence of SD content in the curriculum is related to the pedagogical approach in each university [content (Feevale) vs. competence (HAMK)]. It was concluded that differences in national SD steering policy and pedagogical approach in the HEI led to divergent curricula structures in relation to the volume of the SD education between the two HEIs. Regardless of such a divergence, an appropriate balance between epistemic and ethical SD competences should be guaranteed for all bachelors. [ABSTRACT FROM AUTHOR]

Universities are called upon to focus on sustainability. Facing this challenge, the aim of this paper is to identify and discuss key elements for implementing the sustainability issue in graduate programs in Brazilian universities. The paper, then, applies a set of characteristics that work as key points for the framework of a first draft. As for the curriculum of the programs, different biotic, physical, chemical, cultural and socioeconomic aspects should be treated. As for the graduate program modus operandi, it should be interdisciplinary, looking at critical issues of interface within themes related to sustainability. To build alignment and coherence with the theme, it is necessary to progressively make operational the vision, values and principles that are present in this paradigm. [ABSTRACT FROM AUTHOR]

This paper discusses the impact of Normativa 40/2007 and 23/2010 on the IES-Higher Education Institutions offering courses in distance education. The proposed objectives for the research of this paper is to analyze the differences in between one and another ordinance, and especially what changes these differences can generate, as well as the impact that these changes will bring to the organization and management of HEIs in relation to their courses in distance education. The biggest expectation in relation to the changes, concerns managers of higher education institutions offering courses in distance mode, since no one knows truly what impact these changes in the law to bring the setting and course institutions. Historically, distance education, due to the way it was in Brazil, is considered an educational modality that has no credibility. Added to this the fact that the regulatory institutions lack the tools to monitor, regulate, evaluate and supervise adequately all courses, to ensure quality and true democratization of education. Although there is legislation to meet these issues, there are gaps that need to be filled. It is with this intention that the MEC published the Normative n. 23, which complements aspects left to be desired or were not included in Normative n. º 40/1997. The observed changes are necessary, but realizes the need for further additions to the supply of EAD happen on a more consistent and better quality in their teaching programs. [ABSTRACT FROM AUTHOR]

This paper aims at discussing English curricular guidelines for Brazilian Elementary and Secondary schools towards recent transformations in contemporary societies. In doing so, we assume the new literacy studies as our theoretical framework for its insightful re-conceptualizations of knowledge, language and pedagogy. The paper will present a brief reflection on two curricular guidelines recently launched in Brazil in different scales. Firstly, the study will investigate the epistemological bases that underlie both guidelines. Secondly, we intend to expand such reflection by interpreting both proposals in the light of the new global demands, with emphasis on the local-global dilemma. [ABSTRACT FROM AUTHOR]

This paper describes the experience of an introductory discipline to the engineering curricula at the Brazilian Federal University of ABC (UFABC). The university offers a common basic curriculum that must be accomplished by every student and can be followed by professionalising courses. The discipline 'Introduction to Engineering' presents the basis of the engineering career, methods and thinking together with professional commitments and regulations. The objective is to help students to consciously choose their careers, minimising the precocity problem in deciding a professional future. The discipline methodology includes activities proposed by the TryEngineering website and from Brazilian engineering councils. Lectures with invited professors introduce UFABC engineering specialities: Aerospace, Bioengineering, Energy, Environmental & Urban, Information, Instrumentation & Automation & Robotics, Management, Materials. This paper reports the proposed activities, results obtained by the students, a methodology critical analysis and the impacts on the following steps of students embracing an engineering career. [ABSTRACT FROM AUTHOR]

Abstract: Within the broad background of English language education in Brazil, this paper intends to discuss two questions. Firstly, where and why a common misconception about ESP being identified as the teaching of reading only originated, and secondly, given the social role of English in the Brazilian context, whether an ESP approach can be seen as more suitable than a General English (GE) approach as a theoretical background for curriculum planning and classroom practice in English general education. How can these two questions be related? This paper will discuss how and why what started as a misconception in relation to a specific context might be seen as a possible solution for making the teaching–learning of English more meaningful in general education. For the discussion, data will be drawn both from the National ESP Project and from teachers’ reactions to the proposal in the National Parameters. [Copyright &y& Elsevier]

This article presents a preliminary analysis of the teaching of International Relations Theory (IRT) and the use of theory in Brazilian academic research. We evaluate the teaching of IRT by analyzing courses' curricula and syllabi. Our analysis of the use of IRT in Brazilian research is based on Doctoral dissertations, CNPq-funded technical reports and papers published in Brazilian journals. [ABSTRACT FROM AUTHOR]

The paper presents discussions about the use of Textual Analysis Discourse in production data research in mathematics education area, highlighting its relevance and contribution to this area of knowledge, its main settings and route proposals, as well as the limitations and problems that the researcher who chooses by this method may face. For this purpose, we take based on the thesis Palanch, defended in 2016, which conducted a research on mapping mathematics curriculum from 1987 to 2012. The use of Textual Discourse Analysis shows that the construction of new texts helped the perception of non-linearity of the production and dissemination of knowledge, finding convergences, divergences and gaps of those surveyed work. [ABSTRACT FROM AUTHOR]

The objective of this paper is to show five views of mathematics on initial courses of mathematics teacher education. For this, we carry out one read of works that: 1) argue to existence of only one mathematics; 2) argue existence of different mathematics. We use the Model of Semantic Fields, in specific, the notion of plausible reading to elaborate the five views. So, we point out some implications to a structuration of one initial course of mathematics teacher education. [ABSTRACT FROM AUTHOR]

In this paper I analyse the outcomes of the social mobility program of the State Secretary of Education of Pernambuco, Brazil. More than just political and economic goals, when students are transported to another environment, here to New Zealand society, there are experiences that may elicit experimental comparison. I studied all these aspects using questionnaires and interviews with the students that go further than linguistic aspects, evidencing the importance of curriculum experience. Not only did they identify the positive aspects of their new experience abroad but also valued the aspects of the Brazilian curriculum not formally considered by stakeholders. I conducted case studies that suggest a fusion of both curricula, identified by me as "The Third Curriculum". [ABSTRACT FROM AUTHOR]

Scientific collaboration has been studied by researchers for decades. Several approaches have been adopted to address the question of how collaboration has evolved in terms of publication output, numbers of coauthors, and multidisciplinary trends. One particular type of collaboration that has received very little attention concerns advisor and advisee relationships. In this paper, we examine this relationship for the researchers who are involved in the area of Exact and Earth Sciences in Brazil and its eight subareas. These pairs are registered in the Lattes Platform that manages the individual curricula vitae of Brazilian researchers. The individual features of these academic researchers and their coauthoring relationships were investigated. We have found evidence that there exists positive correlation between time of advisor–advisee relationship with the advisee’s productivity. Additionally, there has been a gradual decline in advisor–advisee coauthoring over a number of years as measured by the Kulczynski index, which could be interpreted as decline of the dependence. [ABSTRACT FROM AUTHOR]

This paper is about the historiography of the Brazilian education starting with the consideration about the appearance and development of the field of history of education in Brazil covering five aspects: 1) preservation of the memory of the Brazilian education; 2) introduction of the subject History of Education in the curricula of the common schools and in the courses of pedagogy; 3) historiographic production about education; 4) organization of research groups in the history of education; 5) circulation of the production of the field of the history of Brazilian education covering the different forms of publicity consubstantiated in the different types of events and in the different types of publications in the area of history of education. Then, there is the consideration of the course of the historiography in the Brazilian education as a process of construction- deconstruction of the educational memory. Finally, in the last part, there is the critical appreciation of the historiography of the Brazilian education in the current situation. [ABSTRACT FROM AUTHOR]

The geometry teaching in primary education is perhaps the topic that deserved more studies and research in the late twentieth century. After a long period of neglect, returned to compose, in a more integrated way most math textbooks. However, has not yet occurred expected progress. Abandonment, problematic in elementary school, gets bigger when it comes to literacy cycle. There is a strong trend of putting the emphasis on literacy mother tongue in this cycle, disregarding that this is a broader process that covers all areas of knowledge. The objective of this paper is to analyze what is being required of geometric skills by "Provinha Brazil". As assumption, we believe that often the content and the way they are charged for external evaluations end up guiding the practices of teachers. [ABSTRACT FROM AUTHOR]

This paper presents some results of a poll developed during the PhD of the author who, in 2010 in France first defended the study of the interrelations between the numericalgebric and geometric domains (NAG) in teaching Mathematics. This research aims to analyze how teachers use and guide students on how to use the NAG and study how the use of such interrelations can facilitate the teaching-learning process of Mathematics. Based on the theory of educational anthropology developed by Yves Chevallard we began with the hypothesis that there is an educational emptiness about these interrelations as tool and object. We presented some of the teaching practices features about NAG in the context of the Observatory of the Numeric Practices initiated by Bronner & Farias (2007). From data collected in this survey, in which methodology was the clinical type, I approached and analyzed mathematical objects based on some data collected by a professor and his students in a class, when searching thanks to the NAG. The work included a historical and epistemological study, a study of curricula and textbooks and teachers' practices. Through this work, we tried to highlight the current conditions of teaching, and noticed a problem, which doesn't seem didactically identified or even underestimated by teachers as regards the role of interrelations between the different mathematical domains. This work reveals that, despite the empty course, interrelations are present in the practices of teachers, that they have a place and an important role in teaching Mathematics. This emptiness may constitute an obstacle for students in performing activities which involves both the numeric-algebric and geometric domains but, also, in the construction of a new knowledge. [ABSTRACT FROM AUTHOR]

The aim of this paper is to disclose part of the results of History's Field Institutional Program of Scholarship in Teaching Initiation (PIBID). The Project is being developed in four public schools from Regional Education Nucleo of Ivaiporã/PR, a town that has an State University of Maringá (UEM) campus. The study is another effort to analyze Pibid's contribution in formation of History grade's undergraduates, also brings the possibility to comprehend theoretical, politics and ideological grounding that is underlying in the legislation and in programmatic subjects in schools curriculum. [ABSTRACT FROM AUTHOR]

Purpose: the aim of this paper is to investigate the supervisor (professor) profile of the probation in Speech-Language Pathology and how is his practice while the monitoring of the trainees (students). Methods: it treated of a descriptive cross-sectional study based on the application of a questionnaire in 21 supervisors of the probation in a Course of Speech-Language Pathology at a public university in State of Alagoas, Brazil. Results: the studied group shows 95.24% of women, predominantly aged between 31 and 40 years. Most is Master, however, few have specific training for teaching in health, always performing their activities mainly with medium complexity and outside the interdisciplinary context. Conclusion: the results point to the need to the specific training focused on teaching as well as to the redirection of training for the Primary Care and the Interdisciplinarity. [ABSTRACT FROM AUTHOR]

Objective: The aim of this paper is to present the academic requirements for the education of speech-language pathologists (SLPs) and to discuss some of the challenges in providing quality supervised practice and the solutions proposed by some programs in Brazil. Methods: Brazilian proposals regarding the training of SLPs are reviewed, with guidelines provided by the International Association of Logopedics and Phoniatrics (IALP) and the Comité Permanent de Liaison des Orthophonistes-Logopèdes de l'UE (CPLOL), and descriptions of the specific experience of the oldest Brazilian program are provided. Results: The bachelor's degree is the minimum level required for the independent practice of speech-language pathology and audiology in Brazil, where there are 75 undergraduate programs. In several programs, students are encouraged to enjoy the diversity at their university, enrolling in courses of different areas to broaden their experience. The basic areas of the undergraduate program are mandatory as per recommendation of the Ministry of Education and include competences related to the health system, decision making, communication, leadership and continued education. Since practice training is part of the undergraduate programs, it is incorporated into the pedagogical concept and has a major role in it. Conclusion: The structure of the programs allows the dissociation of theory from practice to be attenuated; both educational strategies are used together as part of the pedagogical concept. © 2015 S. Karger AG, Basel [ABSTRACT FROM AUTHOR]

This article intends to show an overview of researches that deal with the use of financial mathematics and their implementation with the use of technologies. For this purpose, it established as an analysis parameter the master and doctorate programs authorized by the Capes 's Teaching Multidisciplinary Area. The work was undertaken over a previous analysis of 26 articles found, whose summaries were briefly read. After this phase, a classifying method has began, splitting them into thematic sub-focus to, subsequently, reclassify them in focus under contents analysis perspectives suggested by Bardin and Franco. The mapping and text analysis pointed out the need for a greater incentive to be given to papers related to the use of Mathematical Finance, putting them towards the real use of helpfully methodologies for teaching work. [ABSTRACT FROM AUTHOR]

In this paper, we presented an investigation about that images of pedagogical practice in mathematical modeling environment are represented in educational curriculum materials. It was used the concept of framing, elaborated by Bernstein, for analyzing the relations between subjects that are represented in texts of educational curriculum materials. The documental analysis, in a qualitative approach, was used on the study. The results suggest that such materials present a pedagogical practice which the control is, sometimes, focused on the teacher, while that in other moments this controlling is shared with the students. This variation in the control on the communication between teachers and students constituted what we named images of displacements. [ABSTRACT FROM AUTHOR]

This work aimed to describe the difficulties faced by the faculty and students of nursing of the Federal University of Piauí in the implementation of the SAE in a maternity. The difficulties in this regard were: non-filling of the papers, discontinuance of the care service, lack of communication between the team and university students, deficiency in the permanent education, lack of preparation of the professionals and insufficient number of personnel. There is a need for higher cohesion between the nursing team, towards benefits for the profession, client, and institution. This study is expected to bring some inputs for the nursing professionals in order to promote a worthy, humanized, and systematized care service. [ABSTRACT FROM AUTHOR]

Only recently, Brazil has consolidated the legal bases to bring in the environmental issues on the curriculum of the early childhood education. From this newness, accrues an absence of knowledge to base the educational practices. This paper intends to evidence the experiences of preschool children living in rural areas, specially focusing the way that they are signified and circumstanced by socio-environmental characteristics of the investigated contexts. The methodological approach was inspired by ethnography in school contexts. In addition to the observation of collective activities in school and conversations and drawings with children, interviews were conducted with family members and school staff. Distances and approaches between the meanings of these participants were explored as a way to bring the necessaries tensions to understand the environmental issues in early childhood education. [ABSTRACT FROM AUTHOR]

This paper presents remarks about integrated independent learning with emphasis on the role played by teachers in observing student learning experiences and in having the students share with the teacher the centrality of the teaching-learning process. This teaching strategy, applicable to any educational level, including graduate courses, is presented as a powerful contribution to the training of professionals, as it enables them to face the challenges associated with a new Brazilian scenario, wherein innovation and entrepreneurship are central priorities. [ABSTRACT FROM AUTHOR]

The paper presents the reflections and analysis of the work developed through the discipline of Supervised Internship II - School of Mathematics, Federal University of Rio Grande - FURG. The action was conducted with 30 students in a class of 1st year of high school in a public school education in the municipality of Rio Grande / RS in the second quarter of the academic year 2010, which underwent a different proposal from the current actions taken by their teachers, how to work through the creation of problem situations and the use of blogs to help any doubts arising from process. The text is a brief introduction to the action, context and process of integration in the school environment, the possibilities of using new tools for teaching mathematics, the teaching strategies adopted, the curriculum content and considerations work e the process of teaching and learning. [ABSTRACT FROM AUTHOR]

This paper analyzes the importance of including string literature as an auxiliary tool in the teaching-learning process. This analysis has reference to the Parâmetros Curriculares Nacionais (National Curriculum Parameters) - PCN, a guidelines organized by the federal government to guide the pedagogical action in elementary and high Brazilian schools. From this perspective, we show how the inclusion of the string literature in classrooms allows the teacher to work on new skills and new knowledge close to the students, including the overcoming of linguistic and cultural prejudices. [ABSTRACT FROM AUTHOR]

This paper examines the past, present and future context of geographical education in Brazil and the issues that, in our view, are relevant to understand its ebb and flow in the complex reality of the country. Various trends have affected the development of geographical education since the 1970s. Two pillars of training and school practice reflect the current content of geographical education. Beginning with a historical overview of geographical education in Brazil, we identify the main issues that need to be addressed: What conceptions of geography and geographical education are reflected in the educational materials at schools? How do these reflect the teaching practices? What is the “place” of geography in the official curriculum? From the examination of the past and present of geographical education in Brazil, we see that Brazil is currently best suited for an ideal synthesis in geographical education: at the level of theory, a synthesis of aspects of critical geography and civic education; at the level of public policy, a synthesis of centralization and decentralization in geography curricular designs; and at the level of practice, a synthesis of education about and for sustainable development with education about and with geospatial technologies. [ABSTRACT FROM AUTHOR]

This paper presents biographical notes of the Brazilian singer, teacher and folklorist Maria Sylvia Pinto and is part of the dissertation defended by the author where five songs composed by Helza Camêu (O livro de Maria Sylvia) were analyzed. Despite being an “immortal” – since she was a member of the Brazilian Academy of Music, her name and her efforts in favor of Brazilian songs have been forgotten over time, since there is no information about her at the Academy, except two photographs, a clipping of her obituary and a short biographical sketch in the site www.abmusica.org.br. The biographical notes presented here are based on reports of persons who were in contact with the singer, on her curriculum, published in the book A canção de brasileira – da modinha à canção de câmara (PINTO, 1985), and on an interview by Maria Sylvia to the program Música e Músicos do Brasil, presented at Radio MEC in March, 28, 1988. [ABSTRACT FROM AUTHOR]

This paper has as main objective to investigate and analyze the views of graduates of Arts Course working on proposals with the didactic teaching sequences for the production of written texts. In order to do this, we developed a form composed of open and closed questions was applied to graduates of Bachelor's of a Brazilian public university. As a theoretical contribution, we have the tenets of interactionism sóciodiscursivo of researchers from the School of Geneva, more specifically in studies of Jean Bronckart (2001, 2006) and Joaquim Dolz, Michele Noverraz & Bernard Schneuwly (2004) on the proposed didactic sequences. The results of this investigation showed that, despite claiming to know the proposed didactic sequences, most of the graduates surveyed do not truly understand how to perform them in the classroom, pointing to the need for a redirection in the views of graduates in relation to work with the genres in school, especially with regard to the implementation of the proposed didactic sequences. [ABSTRACT FROM AUTHOR]

The study, which was recently completed, was conducted in the field of curricular history and school culture. The focus was the schooling of disabled people in Brazil. The analysis was based on the comparative study of two curricular documents produced by the Ministry of Education in 1979 and 1999. Studies for/in/with the use of comparative study procedures were analyzed, aiming to detect their theoretical-methodological contributions for the investigation of a curricular, specific, history, as well as the translations of school culture, determined by a specificity -- disability. Two analytical categories were selected for the comparison: school time and space. We considered time and space, within the limits of this paper, as the bearers of a logic of their own, a social logic that changes them into a place where human intentions are manifested. From this methodological profile, we inhered that it was impossible to analyze the documents in isolation, by assuming that they would contain translations of a schooling that has produced and has been a product of a curricular history centered on the demands/peculiarities of disabilities, being restricted to the adaptation of pedagogical procedures, as if only specialized knowledge would be able to account for the schooling of those individuals who have different characteristics from "normal" people. [ABSTRACT FROM AUTHOR]

Recently, we discussed the reform of secondary education within Ceara State, northeastern Brazil. We saw that, starting in the 1990s, education policies have been characterized by the attempt to transform government actions into broad societal consensuses. In the process of data collection, specifically during the interviews with teachers regarding the reform, we detected a mismatch between what the reform consisted of and what teachers described as its main features. Teachers, through their reports, suggest the imposition of official agencies conditioning the school curriculum. The interviewees reveal the gap between the events in the classroom and the hegemonic discourse of the public sector. Thus, our paper discusses, on one hand, that the discourse of consensus, the clamor for reforms in society, has no support when taken within the walls of the school and into the classroom; on the other hand, that reforms are presented without the necessary elements for their implementation. Teachers establish a path between the norm and reality, a shortcut to the critique of public discourse. [ABSTRACT FROM AUTHOR]

This paper presents the main results of a qualitative study which aimed to analyze the structure of curricula for Physics and Chemistry teaching courses at the Federal University of Rio Grande do Norte (UFRN). The focus was on the inclusion of disciplines with historical and philosophical content. We analyzed the curricula looking for relationships between the models adopted by each course, comparing the pedagogical political project, the program and other materials used in the discipline. We also conducted observation of classes and semi-structured interviews with teachers responsible for them. The results show differences between the courses on the integration of the discipline, especially regarding to theoretical and methodological approaches taken by teachers in working with the content and the role of the discipline in the curriculum structure. There are, however, converging points, particularly regarding the formation and history teacher trainers, as well as for the model underlying the structure of curricula. We conclude that mutual knowledge of the different models of integration of the disciplines of historical and philosophical content in Physics and Chemistry teaching courses at UFRN can contribute to future curriculum reformulations, for the establishment of clear and conscious choices about the role being played by these disciplines in their courses. We also consider that this work may help in thinking about the role of this theme in the pre-service of teachers' courses in general. [ABSTRACT FROM AUTHOR]

The Federal University of Minas Gerais (Universidade Federal de Minas Gerais - UFMG), located in the city of Belo Horizonte in Brazil, has been a committed partner of indigenous communities since 1996. This partnership began with the creation of spaces intended to elaborate and transform the traditional wisdom of these communities in favour of their village schools. In 2006, indigenous teachers from Minas Gerais joined the Intercultural Formation Course for Indigenous Teachers, creating a new teaching degree program at the College of Education/UFMG. This new course is a five-year course (2006-11) and will graduate around 150 indigenous teachers from eight different ethnic groups: Xacriaba, Maxacali, Pataxo, Krenak, Xucuru-Cariri, Caxixo, Arana and Pancararu. The teaching degree will be for the primary and secondary school levels. This paper presents some key components of this intercultural experiment, its background, the implementation process, the intercultural approach used, its organization, the knowledge to be acquired and anticipated challenges for the future. [ABSTRACT FROM AUTHOR]