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This article aims to survey academic research that work on the pedagogical practice of ENEM Writing, in order to verify trends, recurrences and gaps in this segment, making it possible to verify a path for new researches to be developed or revisited in a different approach or even updated due to changes over time. It is a qualitative research, State of Knowledge modality according to ROMANOWSKI and ENS (2006), FRANCO and GHEDIN (2008) and ROMANOWSKI and VOSGERAU (2014). The analyzed corpus was the Brazilian productions extracted from Biblioteca Brasileira Digital de Teses e Dissertações (BDTD) or Brazilian Digital Library of Theses and Dissertations without a time marker to delimit the search, considering that the ENEM appeared in 1999. Two categories were created in accordance with the objective: Pedagogical Practice and Normative Principles on Writing Teaching and, when necessary, we develop subcategories. The study points out the concentration of productions in the Southeast region of the country and the interest of researchers in the pedagogical practice of teaching ENEM Writing, either because of the emphasis on the subject due to the external exam, or because it works as a tool for getting into higher education. The fact is that the results point to the need for more research on this topic, especially about the use of technologies in the teaching of writing and in this context of pandemic transition with remote classes, in which such resources gain more evidence and practice requires new guidelines. [ABSTRACT FROM AUTHOR]

The learning of students in the acceleration classes in regular education requires pedagogical changes in the teachers' practice. Therefore, it is necessary to be guided by concepts that favor social and cultural inclusion and the definition of priorities for the teaching and learning process. The article aims to identify the perception of school agents and students concerning social and cultural inclusion, considering the students' reality. The research had a qualitative approach, based on Triviños (1987), Freire (1996), Mantoan (2003), Arroyo & Silva (2012), Blanco (2003) among others, and involved observations in the pedagogical practice of teachers in the classroom, in meetings with parents, in the student evaluation board meetings and semistructured interviews with teachers and students. The research field was an acceleration class (6th and 7th Years of Elementary School) in a public school in the state of Paraná. The material for the research used as reference Physical Education, Mathematics, History, Portuguese, Geography, and Science subjects. The results showed that: adverse conceptions overlapped with favorable ones regarding the social and cultural inclusion of students, which interfered in the learning process; the pedagogical practice and monitoring of students tend to prioritize specific aspects of the pedagogical practice to the detriment of its dimension of totality. There is evidence of the belief that students do not learn because they do not dedicate themselves to their studies or that they have disabilities and disorders that prevent them from learning. There is also a lack of teachers' knowledge about the concept of flexible curriculum, curriculum adaptation and assessment, cited in the literature. It was also noticed an emphasis on learning centered on content teaching, making it difficult for students to build critical, reflective and creative thinking in the teaching and learning process. [ABSTRACT FROM AUTHOR]

The present study is a result of the systematization of research data of qualitative approach, research-teaching modality, Martins (2009), with contribution in the conception of theory as an expression of the practice. It is oriented by the collective systematization of knowledge and its general goal is to contribute to the pedagogical practices of High School Physics teachers and propose the collective systematization of knowledge as a methodological alternative for this discipline. This research-teaching, whose emphasis is on bringing a contribution to the research subjects during its realization, has as a central research problem the following question: "During the process of collective systematization of knowledge, in reference to the student study practices, which contributions can arise to intervene and provoke critical reflections that make it possible to transform the practices of physics teachers in high school?". On this thought, students from the third year of high school as participants of the research worked on their individual and group practices in a High School in the city of Curitiba. Pedagogical activities developed with emphasis on the subjects' voices served as parameters for the analysis of the practice of study itself with the generation of clues for interventions in the form of transformations of teaching practices. The experience had as the main focus the experience of the students who participated of the research and their study practices in front of them. The data showed the possibility of a new structure for the practices of this discipline in High School. [ABSTRACT FROM AUTHOR]

This article consists of a theoretical study about the use of technological tools in the process of school inclusion of people with disabilities. It aims to present the main technological tools that can assist in the process of inclusion of people with disabilities and their contributions to the teacher's pedagogical practice. The work was carried out based on the qualitative approach, characterized as a bibliographic research. The theoretical framework s is based on Mantoan (2017), Aranha (2005), Rodrigues (2019), Conte, Ourique and Basegio (2017), Souza and Silva (2019), Santarosa and Conforto (2015), Galvão Filho (2012), Biazus and Rieder (2019), Marchi and Silva (2016) and Bersch (2017). Different technological tools are presented, which can assist teachers and students in the school inclusion process. The research allows us to infer that the use of technological resources, in inclusive education, enables better access to curricular content through equipment adapted to the needs of the Person with Disabilities; enable different forms of understanding and communication; they expand the possibilities of autonomy and interaction, enhancing the student's active participation, social development and knowledge construction. [ABSTRACT FROM AUTHOR]

This article analyzes the relation theory and practice in the process of elaboration of knowledge in the formation of the physics teacher. The purpose is to understand the conceptions of this relationship expressed in the formative practices. It is based on the results of a qualitative research carried out in an Undergraduate in Physics. The methodology is qualitative approach with data obtained through semistructured interviews with course teachers and documentary analysis of the Pedagogical Course Project and the Pedagogical Practice Regulation. The analysis of the data takes the proposal of Bardin (1999) taking the steps of pre-analysis, analytical description and referential interpretation. The conclusions point out that the formative practices in the Undergraduate in Physics express contradictions between the project of the course and the elaborated knowledge. [ABSTRACT FROM AUTHOR]