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In this text we present the results of a collaborative qualitative investigation, carried out in 2020 and 2021, with a group of teachers on the knowledge needed by the teacher who will teach fraction-by-fraction division in elementary school. The methodology used was the reflection on the practice of six teachers regarding their understanding and knowledge about the subject in weekly meetings of the group. It brings a dialogue between teaching and learning as it seeks to understand the concept and its didactic transposition, based on the group's reflections and what think authors of mathematics education and in the light of philosophy. Alternative algorithms for accessing the formal concept and its relevance are discussed when looking for an instrumental and relational understanding of a task. One of the authors had previously used such task on an assessment instrument with pedagogy students in 2021. The study suggests that it is possible to teach this topic with understanding, as long as the teacher has clear objectives, conceptual and pedagogical knowledge for teaching fractions and operations with fractions. Furthermore, it recommends that the teacher consider the limits of contextualization, but with the awareness that mathematics is not produced in a vacuum. Finally, it shows how a group of six teachers reflected on their own knowledge, when they highlighted strengths and weaknesses in the teaching of such a topic. [ABSTRACT FROM AUTHOR]

From a psychoanalytic reading of adolescence and the conflicts it entails for the teenager, and from the research work with young offenders in the city of Belo Horizonte (Brazil), these hypotheses are presented as a key for the reading, and with which we hope to contribute to the work and study of adolescence in its form of social inscription in conflict with law. As a conclusion, we reaffirm the importance of protecting the adolescent's singularities in order to keep opening new fields of work and reading regarding this form of social bond. [ABSTRACT FROM AUTHOR]

These reflexions have a theme: Humanism and organization, but from a perspective of organization and management theories. This actual debate is an answer to actual conditions on a growing dehumanizing social ambience and its correspondence over organizational environment. It is important to make it clear that these reflexions are no free of risks, as the reader will soon may face. Given the importance of this discussion the author can not override a temptation to run this adventure for a simple reason: all kind of organization is constituted by and for people. However, this premise turns out every time a bit more diffusing in society, and also especially on organizations'. This paper includes a first issue that intents a review around the debate on the notion of humanism. The second one drives to establish a comparison between human notions, from metaphors built on around social sciences and humanities with a goal placed to show some "humanist glimpses" in the organizational thought. [ABSTRACT FROM AUTHOR]