Search

This article conducts an analysis of the relationship between school education and the development of thinking through concepts, based on the contributions of the historical-cultural psychology and the historical-critical pedagogy. The text is part of a theoretical-conceptual research that seeks to understand the relationship between psychology and education, based on the theoretical-methodological approach of historical-dialectical materialism. To present the results, three axes of analysis were selected: human psyche from the perspective of the historical-cultural psychology and the role of conceptual thinking in its development process; the concept as an activity of thought; and the role of school education in the process of conceptual development. The text highlights that the concept is an activity composed of a series of thought processes that reach their formative peak from adolescence onwards. However, it emphasizes that this process does not occur naturally, requiring that systematized content such as science, art, and philosophy is internalized by students to enable the development of this new form of thinking. [ABSTRACT FROM AUTHOR]

The objective of this study was to analyze the literature published in the format of scientific articles between 2015-2022 on masculinities in the school context. Methodologically, the study consists of an integrative literature review, with a universe of 51 articles. The data were descriptively analyzed using an instrument called 'IR protocol' and later the findings were submitted to the content analysis procedure. As a result, it was possible to construct seven categories: 1) Masculinity performativity at school; 2) Teachers and the normalization of masculinities; 3) Male teachers; 4) Black masculinities at school; 5) Violence in schools and masculinities; 6) Male homosexuality at school; 7) Alternative masculinities at school. The analysis suggests that the performativity of masculinity at school involves aspects such as virility, strength, body changes and behaviors such as encouraging the practice of physical exercise. At school, the reference of masculinity is the cis-heterosexual-white, and that the school tries to produce male subjects based on this pattern, without considering that situations of school violence are linked to this model. Male teachers are not well seen in early childhood education, as the place of care is gendered for women and black masculinities, as well as homosexual masculinities are rejected and neglected by the entire school body. Finally, it is concluded that it is necessary to build alternative masculinities at school, but this requires the commitment of various social/political actors. [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]

Hospital Pedagogy is a space for educational action, linked to the fields of education and health, which offers care to hospitalized children, adolescents and/or adults, considering their educational needs and demands. The study presented has an exploratory and documental methodological framework, mediated by the Scientific Electronic Library Online (SciELO) database and aims at carrying out an analytical survey of the studies published by the digital portal regarding the theme of Hospital Pedagogy. In the exploratory scope, it accessed theoretical-bibliographical contributions of different natures, wove the historicity of hospital pedagogy with emphasis on the Brazilian scenario, identifying the legislation pertinent to the theme and the pedagogical practices that support the pedagogue's performance in the hospital environment. In the documentary scope, the search originated 11 (eleven) scientific articles to be analyzed, published between 2005 and 2022, from which eight are written in Portuguese, one in English and two in Spanish. The survey made it possible to discuss the scientific studies on the theme, to identify its incipience, and to contextualize the need for more studies and research that focus on hospital pedagogy. Furthermore, it demonstrated that the pedagogue's pedagogical action in the hospital context demands essential training preparation, as it goes beyond mediating the teaching-learning process, having a humanizing dimension and aligned with attention to diversity and comprehensive training, which always focuses on care and education. [ABSTRACT FROM AUTHOR]

This article deals with a classic of educational reflection, both from the point of view of research and from the point of view of teaching practice: the philosopher Aristotle from the contributions of Historical-Critical Pedagogy. It is not a matter of literally "applying" the views of this thinker in a hasty and uncritical way to school and research in contemporary education without major concerns. On the contrary, we understand that the study of Aristotelian work, as well as of Greek society, can provide subsidies for understanding the importance of the classics in education. This text deals with the social and historical bases of Greece and the elements present in the work "Ethics to Nicomaches", which help to understand the particularity of the educational dimension and the relevance of human culture developed for the development of individualities in formation. [ABSTRACT FROM AUTHOR]

This article works on Vygotsky's (1987) conceptions of the relationship between thought and language from a perspective of influence on cognitive development and the formation of the view on gender proposed by the school. In this sense, we also noted the construction of stereotypes understood by Brunneli (2016) as major influences on social behavior and discourse, relating, from this perspective, and being able to explain actions and interactions that are studied by social psychology. Nevertheless, the studies of Cunha and Góes (2002), Xavier, Ribeiro and Noronha (1994) were used to understand how the formation of these stereotypes that were disseminated influenced the educational organization and cooperated to maintain the status quo, that is, inequality and its justifications. Also, to understand the new questions that arise about sexuality, it was necessary to analyze the studies of Louro (1997) and Oliveira e Santos (2012) to understand these new dynamics and perspectives that arise to think about a school concerned with the present, leaving aside your worries about yesterday. Therefore, it was perceived how these relations coexisted and fostered a social organization based on a purpose not only to justify hierarchical power relations, but also to maintain them using strategic sectors such as education and, consequently, the school. [ABSTRACT FROM AUTHOR]

This work has as general objective to reflect on the curricular transformations for literacy from the 1980s on. As specific objectives, it is intended to: a) discuss the degree of importance in the teaching and learning process attributed by the BNCC to literacy; b) reflect on the BNCC construction process; c) to discuss the findings made by research on the theme "literacy and BNCC" that occurred between 2015 and 2020. Characterized as a research of qualitative and bibliographic approach, studied the theme through books and articles made available in virtual libraries, scientific journals and in the Capes Database considering the research published between 2015 and 2020. We conclude that there are many problems in the BNCC proposal, such as not offering more concrete actions related to literacy, while focusing much of this function only on the teacher. Finally, we answer ed the main question of this research: "Habemos Base"? If we are going to think of a document that has the text as the main work, we can mention that we have a basic proposal. However, if we think of the student as a subject and the teacher who needs resources at his disposal, as well as a continuous quality training, we can measure that only the BNCC does not guarantee this evolution that we want, and there is a risk that, once again, it will be a proposal that does not leave the role with the expected effectiveness. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand the teaching formation in Physical Education and its different aspects developed during initial training. Method: a bibliographical survey of books and cientific articles was carried out. For this, the keywords "Teacher training", "professional training" and "physical education", were used exclusively in Portuguese language. The focus of the bibliographic research was the survey of authors who discuss the thematic of teacher education in Physical Education. Results: It was identified that teaching formal higher education aims to ensure the training of teachers to work in the environment social so that they can assist students in developing their intellectual ability. Thus, training in Physical Education has the duty to subsidize theoretical and practical content to future teachers for transformative teaching during the educational process. The focus aspects during initial training are "the relationship between theory and practice "," the role of self-assessment in the teaching construct ","constant update", "beginning and path of teaching", "convergence between technical and applied training". Conclusion: It is necessary during teacher training to develop an understanding of the future teachers values, such as feelings, emotions, the desire to overcome insecurity. That is, It is necessary to stimulate critical reflection on the practice of the future physical education teacher. it is necessary to encourage the teacher to think critically to better develop the educational process. Keywords: Education. University Education. Teacher. [ABSTRACT FROM AUTHOR]

The study discusses the influence of affectivity on teacher-student relationships and their contributions to the teaching-learning process. The objective is to highlight the importance of affectivity throughout the schooling process and its respective impacts on student preparation and learning, also alerting to the need for new academic research on affectivity in the classroom. The problem that guided this study is what are the contributions of affectivity in the teacher-student relationship and its impacts on the teaching-learning process. The structure of the article is divided into three main themes, which are: conceptualizations and reflections on learning and affectivity, the importance of affectivity in the teacher-student relationship and in learning, and finally, the data survey and analysis. The methodology is bibliographic in nature, enriched with the state of knowledge, from the Periodic Portal of the Coordination for the Improvement of Higher Education Personnel (CAPES), in the last decade. Of the articles found, nineteen focus on the descriptor affectivity, covering the stages of early childhood education, elementary school, high school, higher education and distance education, which showed the importance of the teacher and his influence through the development of interactions, harmonious and affective relationships established from early childhood education to higher education. It was concluded that, throughout the schooling process, affectivity is an essential factor, which generates positive reflexes in education, and that the teacher is essential to the development of affective relationships established at all levels of education. [ABSTRACT FROM AUTHOR]

This article is an instrument through which we problematize the discussion about the possibilities of developing emancipatory educational activities in teacher training courses based on Tonet's reflections (2013) and from de critical-historic pedagogy. We list four possible activities of this nature, taking into account the specificity of the educational dimension, the contradictions that permeate education in capitalism, the distinction between the immediate interests of the empirical students and the essential interests of the concrete students and, still, the dialectical reciprocity of the contents and forms of teaching, with the ontological priority of content over forms. Thus, such activities are proposed with the greatest concern for a teaching practice that values the critical promotion of the intellectual, scientific, artistic and philosophical level of teachers and students. It is a humanist stance, which defends the elaboration of criticism and human integrity against all the misrepresentations that this form of sociability imposes on us [ABSTRACT FROM AUTHOR]

The present work aims to analyze the historical characterization of the work category within the capitalist society and its implications on the education system of countries such as Brazil. It responds to the objective of elucidating how the world of work is organized and transmuted historically, as well as indicate educational models and proposals that these changes require of education. Methodologically, it is structured from the bibliographic review based on a dialectical theoretical exercise. The work allows us to perceive that the characterizations and disciplines required by the capital world to work imply, consequently, reformist requirements for the field of education, making it possible to perceive the continuous application of a reformist apparatus in education, necessary for the individual's formative adequacy in the face of the new demands of the world of work. [ABSTRACT FROM AUTHOR]

The objective of this article is to present the professional trajectory of Opelina Rollemberg (1906-1966), considered one of the pioneers of Sergipe nursing, seeking to highlight the contributions of this nurse to the nursing training process in Sergipe and to discuss her professional contribution to the promotion health and in the historiographic context of Sergipe nursing. It is a documentary historical study, based on documentary and icnographic sources, as well as a bibliographic survey in scientific databases such as Scielo, Virtual Health Library (VHL) and Pubmed. Initially, there were vestiges of the history of his life, followed by the process of formation and professional activity in Brazil. She was a student at the Anna Nery School of Nursing, where she continued her teaching career at the School. However, it was invited by the National Department of Public Health to work in the State Public Health organization. When she returned to Sergipe, he contributed to the health care project guided by the National model. She was also the pioneer and manager of the first course of State Nurse-visitors. In this context it is possible to infer about a woman, teacher and nurse who has had her life dedicated to studies and has effectively contributed, as an educator, in the organization of public health sergipana and in other localities of the nation. [ABSTRACT FROM AUTHOR]

This work aims at theoretical-methodological reflections regarding the research concerning representations of sexualities and gender in graffiti produced by adolescents in a School Unit in the interior of the State of São Paulo between the years 2018 and 2019. It is an object of study of the political-pedagogical nature of education, of social relations and not linked to purely technical issues. For the methodology we opted for the descriptive-exploratory research, of qualitative nature. We use elements of the Critical Discourse Analysis (CDA), because they contribute to think about the production of graffiti as texts, examine linguistic, imagery, sociocultural aspects, reflections on the pedagogy process present in graffiti, analyze the discursive plots of power in our patriarchal and Christian society. In graffiti collected in a school environment, we seek to identify and analyze yearnings, doubts, construction of masculinities and femininities, subjectivities as well as gender stigmas and prejudices. The results point out the need for reflection, discussion, visibility of this theme in the processes of professional and continuing teacher training, curricular inclusion, because due to the political and pedagogical interests in education, it invisibilized from its official documents as in the National Curricular Common Base questions of gender and of sexuality. [ABSTRACT FROM AUTHOR]

This text aims to trace an analysis of the knowledge society that seems to be unable to meet the precepts of its existence since it was hoped that with greater access to knowledge, humanity could reduce inequalities, increase wisdom and virtuosity. But what is observed are a large indices of inequality and a lack of ethics of those who could do more for those who have less - less power, less wealth, less access to knowledge. The text suggests that it is through education that new ethical paths can be traced so that society can develop, improving the quality of life of the disadvantaged and, consequently, seeking to reach the principles of the knowledge society. [ABSTRACT FROM AUTHOR]

The present text aims to analyze the proposals of the World Bank and the concept of education in the government of Michel Temer, in the period called by means of analyzes of the post-legal-parliamentary and mediatic coup, in order to investigate and elucidate the main These are the results of a qualitative exploratory research, in which the methodology adopted for development was documentary analysis. We used as primary source documents selected from the World Bank (WB) and supported the analyzes in authors that approach the theme. The results show that there is harmony between the WB guidelines and the measures taken in the current educational reforms in Brazil. [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]

This article brings a study related to Teacher Training. It brings reflections resulting from a technical visit by Unesp professors, Campi de Assis and Marília, Cergy-Pontoise University and École Superieure du Professorat et de l'Éducation (ÉSPÉ), France, with financial support from PROGRAD and PROPG / Unesp. It was possible to know the formative process of teachers of France in order to think about the formation of our teachers, with main focus at the moment in which they carry out their internships. The major challenge lies in the articulation of theory and practice, which commonly causes astonishment to the trainees when they arrive at the school environment and need to create a reflection for the performance, that is, to look at the terrain of the school based on the knowledge accumulated in the formation. With a comparative study, it is possible to think about Teacher Training in Brazil and the possibilities of involvement with the school space. [ABSTRACT FROM AUTHOR]