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This study aims to analyze the ongoing process of institutionalization of professional postgraduate programs in Brazil, which are still quite new and incomplete. Before that, professional doctorates had not been implemented in the country, which makes this topic particularly noteworthy. In order to explore the institutional conditions of professional graduate programs in Education, a literature review was carried out. Professional master's degrees were the initial form of professional postgraduation instituted in Brazil. Given the disorganized and gradual process of institutionalization in Education, professional master's degrees have proved to be a fundamental training path due to the nature of their curriculum and final projects. [ABSTRACT FROM AUTHOR]

After more than ten years of the professional programs in Education criation, questions about its identity and what is expected of students and teachers remain open. However, it is possible to identify clues that lead, not to answers, but to the deepening of these questions. The objective of this work was to analyze the possibilities of methodological construction for research produced within the scope of professional programs, based on the constitution and course of the Postgraduate Program in Education - IFSul. This is a documentary research, based on regulatory documents from CAPES and the program. After analyses, it concludes with indications of challenges that represent the possibility of expanding the quality and social recognition of professional programs. [ABSTRACT FROM AUTHOR]

Considered a tool for integrating technologies and content, transmedia has been increasingly used in the context of education. The aim of this article is to analyze the relationship between early childhood education teachers and digital technologies and transmedia through continuing education. This study uses action research with teachers from the city of Indaial (south of Brazil). As a result, the need for more continuing education was identified that deepened the theme with teachers, emphasizing the importance of implementing continuous programs that analyze in depth the social, cultural, and economic contexts in which students, teachers and other professionals involved in educational institutions are present. [ABSTRACT FROM AUTHOR]

This work aims to analyze the impact of the Graduate Program in Education at the Federal University of Pampa during the COVID-19 pandemic. It is based on documentary and empirical research, developed with interviews supported by a semi-structured questionnaire with six students or graduates of the Program. The time frame ranges from 2018 to 2023, highlighting the pandemic period and its implications for research and studies in the classroom, guidance and intervention activities. The research sought to deepen the importance of the master's course in times of a pandemic and whether it brought significant contributions to the education staff and professional. The results indicate that, despite the difficulties that affected those involved, there was also an effort to overcome the difficulties, with studies and guidance in the master's degree being a way to achieve the objectives already outlined. [ABSTRACT FROM AUTHOR]

The objective of the article is to distinguish the concepts of technique and technology, as well as to problematize and discuss the use of different technological devices in the educational context. It is argued, in this bias, that the use of digital media in the classroom can contribute to the improvement of literacies and other collaborative actions among students, which favors the development of a more dynamic and participatory learning of those involved. This scientific production will be guided by a qualitative, basic, bibliographic-based research, of the descriptive-exploratory type and brings as a reflective question: how can digital literacies enhance collaborative practices in teaching and student learning? Therefore, the present study seeks to anchor the works of Coscarelli (2016); Coscarelli and Ribeiro (2017) and Kersch et al. (2022), among other authors that may be brought to light to compose the dialogue outlined here. [ABSTRACT FROM AUTHOR]

Digital technologies are present in people's lives and have been definitively inserted in education. With the advent of the Covid-19 pandemic, at first, we had the suspension of educational activities and, later, the virtualization of classes. In view of this context in which classes are now taught virtually, the interaction between student and teacher has been mediated by new educational technologies. Thus, the so-called education and information technologies have acquired a central role in the teaching and learning process. In this society that seems to be increasingly connected by various technological tools, cyberculture has been developing, producing information at great speed and providing a new way for individuals to relate. Education is not alien to this whole process and hence the interest of this work, which consists precisely of the reflexes of cyberculture in the educational process. [ABSTRACT FROM AUTHOR]

This article contextualizes multi-referentiality as a research strategy within the field of education, as it is based on the plurality of readings about the researched object. The experience reported comes from a master's research whose objective was to investigate the reverberations of teacher training in transmediation methodology in pedagogical practices in the classroom. From a qualitative perspective, the multi-referential study used data production instruments such as bibliographic and documentary review, nonparticipant observation, logbook, systematic literature review, semi-structured interview, data systematization through the Iramuteq software, and portfolio content analysis. From this plural look and the connections of meaning, it was possible to elaborate thematic categories that allowed us to look at the data produced with greater amplitude and extract from them the elements for the conversation between teaching practice and the studied theoretical bases. After completing the itinerary, we found that the multireferential approach allowed us to achieve the research objectives from the perspective of studying educational phenomena in a heterogeneous way. With the methodological choices, we concluded that the pedagogical training in transmediation methodology enabled, from the experiments in the classroom, student engagement; the work with language in different media; shared learning; make the student protagonist of their formative process; identify the need for technological appropriation by teachers; and highlighted the need to improve infrastructure in schools in relation to digital technologies. [ABSTRACT FROM AUTHOR]

This qualitative article aims to understand the historical and methodological path of action research in the field of Basic Education teacher training in Brazil. For that, it was organized the investigation in two stages. First, it is historically contextualized the action research in the field of teacher education in Brazil. In the second stage -- with information collected from the descriptors Action research, Continuing teacher education, and Basic Education --, it was analyzed the abstracts of 151 theses and dissertations available in the Brazilian Digital Library of Theses and Dissertations database, published between 2000 and 2020. Based on Thiollent (2009), Toledo and Jacobi (2013), Tripp (2005), Saul (2010), Larocca, Rosso and Sousa (2005), and André (2001) theoretical contributions, the analysis indicates an ascendent process during the five decades of action research insertion in teacher education, under the strong influence of Paulo Freire in the first stage, corresponding to the period from 1971 to 2002. In the last two decades, relative to the period from 2000 to 2020, the terms used for action research in the field of teacher education have diversified. Regarding the objectives presented, especially in the last decade (2011 to 2020), it is observed dispersion concerning the intentionality of research and the methodological path, since many objectives do not signal an intention to solve the problem situation or intervene in the research field, according to the action research's theoretical assumptions. [ABSTRACT FROM AUTHOR]

The purpose of this research is to discuss concepts and contexts in which evaluation is embedded and its contributions to the school environment. The essay is a literature review based on materials and themes made available for reading, study, and discussion in the classroom. The methodological process of this article arises as the final work of the discipline Avaliação como Processo Educativo of Pós-Graduação Stricto Sensu -- Mestrado Profissional em Educação e Novas Tecnologias do Centro Universitário Internacional --UNINTER. In this sense, and through this bibliographic review, education's concept and some Brazilian educational trajectory elements are presented, with emphasis on the changes underway. This Brazilian education panorama is the background for the description of evaluation as a learning's mediating process. It is emphasized that the evaluations should not have a verification feature, but should be focused on the diagnostic and formative functions, enabling diagnosis of the student's reality to foster the teaching and learning process, after all, this should be one of the evaluation's goals. The richness of this literature review allowed high pedagogical value reflections, such as the fundamental importance of new postures and breaking paradigms for cultural changes, in people's cosmovision related to evaluation, both of students and teachers. [ABSTRACT FROM AUTHOR]

Inscribed in the theoretical perspective of Cultural Studies in Education, the article presents a discussion about the possibilities of a pedagogical dimension of urbanism based on research whose object of study was the proposal for the revitalization of Cais Mauá in Porto Alegre/RS/BR. In this direction, it is exposed and debated the concept of cultural pedagogies, adopted for the analysis of topics on the proposal website, with approaches to the notion of revitalization in urbanism. It argues about the productivity of the articulation between different fields of knowledge - urbanism and education - for the investigation of cities and the practices that constitute them. Strategies used in the website to guide public perceptions are pointed out, as they teach what would be desirable to improve life in the city. As a corollary, the concept of pedagogies of urbanism is understood as productive to envision a certain way of conducting life in cities. [ABSTRACT FROM AUTHOR]

Thinking about the city, with the city, and for the city has become an engaging task not only for city managers. When education is considered a fundamental factor for the city's development, the city arises as a means for a comprehensive education of the citizen, from an early age. In this context, the Educating City emerges, a transformative political and pedagogical proposal of the 21st century. Hence, the objective of this work is to analyse the fundamental contexts in which the perspective of the educating city has emerged and is currently developing. This analysis is essential to understand the current initiatives carried out under the banner of the educating city, another task that we proposed to do here. The applied methodology consists of bibliographic and documentary research. The results obtained reveal that the Educating City is a rich arena for debates, innovations, and mobilization of municipal public administrations in favor of education and participatory management. Some research gaps were also identified, and, therefore, reflections and questions were raised, which can serve as a starting point for future research. Finally, it is concluded that the city plays a fundamental role in the development of people and the formation of citizens. However, so that it does not become a utopian discourse, the Educating City must strengthen the development of projects that promote the engagement of communities, institutions, schools, and so forth, in the construction of the city we want for the following decades, making them actively participate in the changes they want for education and the cities involved. [ABSTRACT FROM AUTHOR]

We propose in this text to recover the meaning and the historicity of human rights education in Brazil. For this purpose, we started by the main current legal guiding marks about education rights and HRE, in international and national codes. This movement allowed us to comprehend that, in normative area, education and the setting up of human rights and the guarantee of human dignity to everyone are seen as effective tools. In this regard, Brazilian State assumed, from 1990 to 2000, this basis in the elaboration of HRE plans, in order to build a formative culture in human rights. The bibliographic research, documental and qualitative, supported by BONAVIDES (1998), CANDAU (2007), ZENAIDE (2007), among others, concluded that, in spite of several action programs, plans and the vast amount of laws regarding education as a human right, the debate is far beyond ruling area. The HRE realization depends on public politics capable of creating social activities which reflect on the way people think, feel and act. [ABSTRACT FROM AUTHOR]

The construction of a fair, equal, and plural society is a challenge of the present times and requires the promotion of democratic education and human rights education. This study aims to reflect on the conception of human rights education and democratic education, aiming to identify if there is any approximation or connection between these two conceptions. It is a qualitative study, based on descriptive and bibliographic research. The results show the democratic education and human rights education are like two dimensions of the same reality, as they both connect for the same ending, which is the strengthening of democracy and the peaceful coexistence among people, regardless of the social condition, gender, race, religion, nation, and sexual orientation. [ABSTRACT FROM AUTHOR]

The Digital Humanities, also known as Humanities Computing, form a dynamic area, which articulates knowledge domains with different research methodologies, as a space for innovation, access to information, teaching and research. The aim of this study is to investigate how the theme Digital Humanities is understood in educational contexts for training purposes, especially for teachers. A qualitative approach is used, with exploratory, dialectical, and experiential design, through a systematic integrative bibliographic review, which sought scientific productions in virtual bases and platforms. Thirty- seven scientific articles are investigated, which meet the inclusion and exclusion criteria for data analysis. It is necessary to promote the study and science on the subject to adopt public policies aimed at digital insertion in training processes. [ABSTRACT FROM AUTHOR]

Knowing the perceptions of students and teachers on different themes is a fundamental task to provide different interactions in the contemporary education scenario. In Brazil, the theme of racism is a harsh and sad social reality, whose actions have stained the country's history for many years. The main objective of the investigation was to analyze the perceptions of seventh-year students and teachers, from a public school, in Porto Alegre (RS), in 2019, about racism. For this, a questionnaire divided into two parts was applied: the characterization of the research sample and the presentation of six statements, by which, based on the Likert scale, the subjects should affirm their degree of agreement, indifference or disagreement. In the teachers' questionnaire, there was still an open question, in which they should answer about the actions they take in the search for an anti-racist education. It was possible to perceive that the proximity in the perceptions about racism between students and teachers are greater than the distances. Of the six sentences presented, in half of them there were positions of proximity in relation to the assigned meanings, and in the other half, it was possible to perceive distances. However, in a more detailed analysis, it was possible to notice that the proximity exceeds the distance. Several actions to promote anti-racist education were mentioned by teachers, with emphasis on debates, literary projects and the inclusion of black personalities. Thus, it is possible to consider that, even in the case of groups with age and social distances, the perceptions about racism are diverse, but close. [ABSTRACT FROM AUTHOR]

Augmented reality is a digital technology that complements the real world by inserting digital elements, thus improving the user experience. This additional information can be images in 3 dimensions, videos, sounds or animations. This technology requires an electronic device to capture the real world and mix it with digital information, being greatly favored by the development of smartphones and tablets. Several areas of knowledge have been studying augmented reality to understand how they can benefit from its characteristics and education stands out among them. This study sought through a bibliographic review to understand the initiatives in this area with a focus on its benefits and challenges. Among the various disciplines, this review focused on works focused on History, which by working with historical objects that are sometimes distant can be favored by augmented reality. Through the work analyzed in this area worldwide, we found that the use of augmented reality improves learning and contributes to an increase in the student's intrinsic motivation. [ABSTRACT FROM AUTHOR]

This article seeks to make a brief contribution to the COVID-19 pandemic issue, regarding the students’ awareness of the disease and its forms of transmission. The main objective, through the comic book La Dansarina, is to promote a better understanding of the pandemic, by means of the comparison with the Spanish Flu. Thus, it is expected to make students accept the decisions of the health agencies and carry out such teachings. The methodology used in the study was bibliographic. As a main result, it was verified that a comparison between the two pandemics — through an artistic work — can motivate and arouse students’ due to their ludic bias. As conclusions, we can highlight that information can be the greatest weapon in the fight against a disease that spreads through social life and a well-told story can be more useful than news’ numbers. [ABSTRACT FROM AUTHOR]

This text is the sharing of an intervention research with expanded cinema workshops and comic books in a private school in the city of Itatiba. The intervention research was carried out by the school's researcher / teacher, according to the methodology of cartographic research in school institutions. The objective was to invite a commoner capable of inventing a creative community and to establish a commoner of dissent in the school, to embarrass the sharing of the sensitive and to give other political places to human beings and inhumane beings. Inviting means promoting and taking advantage of the human and non-human encounters that the collective enunciation assemblages and desire machinic assemblages. The expanded cinema workshops compose with the comics a production of border poetics. Art at school creates the risk of a community of multiplicities and pluralities when the common identity becomes inoperative and allows or another common open to new uses and meanings of the classroom, free time, school activities and art itself, also, of caesura’s, interdictions, and limits. The cartographic method avoids dualisms between theory and practice, objectivity, and subjectivity and subject and object. The text presentation sought to aggregate concepts, experience reports and data production and analysis. In the second part of the text, we intertwine the concern with the invention of a critical approach to artistic works produced at school with the need for an oblique and transversal narrative policy of border poetics and with a narrative disassembly procedure that allows to stoke what insists / resists as a force of creation. [ABSTRACT FROM AUTHOR]

This scientific paper reflects the use of comic books in education. We highlight its visual aspect and, consequently, any obstacles to its use when there are visually impaired people in the group of students. Audio description is a translation technique that converts images into texts for the accessibility of visually impaired people, cognitive impairment, and other audiences. We bring a method of audio description (AD) of comics that contemplates characteristics of the artistic genre in question, equating for the public with and without disabilities, the access to the image information of sequential art. [ABSTRACT FROM AUTHOR]

The paper consists of presenting a proposal for a mechanical physics class through the scene of Gwen Stacy's death in Spider-Man stories. In the first section, the arguments and research that debate the efficiency of comics as a pedagogical tool and its relationship with physics and science in general are reviewed, rescuing the use of comics for the teaching of exact and nature sciences. It presents in a qualitative and quantitative way the concepts of mechanics involved in the death of the character and the curricular proposals for insertion in the classroom. Finally, it suggests in the form of results systems of organization and development of contents that can be explored in lesson plans, aiming to assist teachers in the task of teaching physics teaching. [ABSTRACT FROM AUTHOR]

This article addresses the relevance of comics books to the classroom context, especially in Science teaching. Research points to the growing insertion of comic as a didactic resource; thus, we present a proposal for a comic book about the “Food Chain” content, organized sequentially in the light of the Meaningful Learning Theory (MLT). Gradually, the comics have been gaining space and have consolidated in the formal teaching environment. Their use has the potential to facilitate the construction of scientific concepts, since in the Natural Sciences, many subjects are complex and require greater cognitive abstraction. In addition, the language used in the comics favors enjoyable learning, because it is understood as a motivational resource. The motivational factor is elementary for any learning process, and in the school environment, it is essential. It is expected that the discussions presented in this work collaborate for the expansion of pedagogical strategies in Science teaching. [ABSTRACT FROM AUTHOR]

This article is a synthesis a final paper, linked to the scientific initiation, carried out in the pedagogy course. The intention of this article is to demonstrate the students' approach with the Sequential Art / Comics, in the sense to produce a significant learning of the Portuguese language content. The experience aimed to analyze the language of Sequential Art / Comics in Portuguese classes, providing the training of teachers to use this teaching tool in the school environment. Methodologically, we made use of a qualitative research, using the case study and participant observation. Thus, it was possible to infer about the language aspects of Sequential Art / Comics used in elementary school by teachers, in order to promote its use in the classroom. We proposed strategies for using the multiple languages found in Sequential Art. As a result, we could observe that there are flaws in the design and use of different resources in the classroom that arouse the interest of students; we observed, as well, that they can be stimulated through materials that do not require high investments, since they are available to everyone. We conclude that the encouragement to learn the language and its different functions — such as interpretation, reading habits and textual understanding —, are factors that need to be addressed more by teachers, from their professional training to their teaching practice. [ABSTRACT FROM AUTHOR]

These article observes how comics are approached in the National Common Curricular Base. The hypothesis is that the interpretation about comics is open to questions. Thus, all references to the different genres presented in the document are identified and, from them, possible aspects are pointed to be criticized, from the point of view of studies about comics developed in the country and which support this analysis. The corpus is composed of the BNCC text. Approved in December 2017, it has the proposal to standardize primary education throughout Brazil. [ABSTRACT FROM AUTHOR]

This work presents, by means of a qualitative approach, of bibliographic nature, some reflections on the possibility of using the textual genre History in Comics in the pedagogical work of the area of Sciences of the Nature. This use requires, on the part of the teacher, a systematic work with the concepts of this field for the development of scientific literacy. Thus, we analyzed 4 strips, two of the character Mafalda and two of Armandinho, to meet the proposed objective. The analyzes were made by aligning the theme of each strip with the scientific concepts and contents proposed in the National Common Curricular Base for science teaching. From the bibliographic survey and analysis of the strips, we realized that there are several ways to express reflections on reality and that reading proficiency is important at all levels of education for the acquisition of knowledge and problem solving in the lived reality. [ABSTRACT FROM AUTHOR]

This study aims to discuss two concepts related to Evaluation — to evaluate and to examine —, from the exploratory analysis of comics. While evaluating is linked to monitoring and mediation actions and is committed to learning, the concept of examining refers to specific acts of verification and verification of “truths” in terms of learning. This textual genre works as satires to events and allows a critical analysis of themes, situations, and everyday events. Thus, from an exploratory research, we list some comics with the characters Armandinho and Mafalda, in order to analyze the prevalence of the act of evaluating or examining, associated with elements such as selection, measurement, training, repetition, memorization, school grades, value judgments, process and evaluation criteria. In summary, it was possible to conclude that the analysis of the Evaluation, from comics, contributes to: invite educators to reflect on the possible changes in the evaluation act, in order to avoid the repetition of traditional Evaluation practices focused on exams, notes and results; “prove” some examining practices; tense the evaluative act as a magnifying glass over the practice itself, shedding light on the possibility of learning the Assessment. The comics have the potential for discussion, problematization, confrontation and criticism of a reality and can be used with different audiences and purposes, including to discuss concepts, build concepts and promote the learning of Evaluation. [ABSTRACT FROM AUTHOR]

The present article discusses education, digital literacy and inclusion in the learning process of deaf students in the North region, more precisely in the city of Belém. The precept of the investigation is that knowledge goes beyond the school universe and includes skills, experiences and diverse skills that are inserted in informal education. The importance of the theme comes from an intense investigation of the literacy processes that took place during the research, offering valuable contributions to the education of deaf students. The objective of this study is to analyze the emergence of the reading and writing process from digital literacy, having as main theorists Xavier (2007), Kress (2013), Freire (2014), and others. The methodological procedures used were bibliographic review and participatory research with a qualitative approach, carried out in two phases, as Trivinos (1987) guides us. In the first phase, a script of exercises to observe the literacy skills that the students had was made. In the second, text workshops using WhatsApp were carried out. Six deaf students cooperated with the study; they were from the 5th grade of elementary school in a public school on the outskirts of Belém city, and the ages were between 12 and 15 years old. As a conclusion, it was witnessed the advance in the written language, contributing significantly to the literacy process of these students. Thus, in contrast to the numerous processes of exclusion, and unequal practices of the reality of these young deaf people who are in public schools. [ABSTRACT FROM AUTHOR]

This article seeks to exercise reflections on some sociocultural aspects of contemporary times, seeking to situate the reader around 19th century Brazil, portrayed by novelist Lima Barreto (1881-1922), in contrast to the 21st century technological world, analyzed from the perspective of philosophers like Zygmunt Bauman (1925-2017) and Alvin Toffler (1928-2016). When confronted with disturbing similarities in ethical-moral behaviors, the researchers undertake a critical analysis of the current political-economic-social situation to which Brazilians have been subjected, similarly to bruzundangas, for about 100 years. To reach the constructed conclusions, in addition to Bauman (2000; 2010) and Toffler (1970; 1980), studies of contemporaries in the humanities were used, with an emphasis on education Morin (2003) and Freire (1978; 2009), besides the news in newspapers, websites and magazines. In establishing this proposal, we seek to highlight crucial socio-cultural conflicts to understand the current society and the Brazilian educational system. The final considerations present incompleteness and non-conclusive diagnoses of a complex, continental and multicultural country, however they end up exposing the problems (social and existential) of a racist and intolerant society, which, when deeply examined, has changed little. [ABSTRACT FROM AUTHOR]

Creating games in the digital age is a communication alternative that has contributed to the development of educational processes; what was restricted to the industry before, it is now available to teachers and students to exercise their creativity through different types of software, which meet the purposes of the classroom. Thus, the aim of this study was to investigate as pedagogical potentialities of role-playing game creation software in the context of Biology teaching. The hypothesis that supported the study was that RPG Maker MV® software has greater pedagogical potential for teaching Biology when compared to those that are free. This research presents qualitative with exploratory design. Data collection was performed through semi-structured interviews with Biology teachers. Data analysis was performed using the Content Analysis (CA) technique with the aid of Atlas Ti 7® software. RPG Maker MV® has a pedagogical potential for the development of school-based activities where teachers work; however, the planning, the development of skills that involves the software use, as well as more time availability in full-time schools are pillars to be considered previously to the pedagogical practice. [ABSTRACT FROM AUTHOR]

This research aims to highlight the different player profiles within the Grand Theft Auto V (GTA V) digital game to understand how acting in the game could characterize their performance in school activities. The awareness of these profiles will allow the mapping of plural profiles of the group, to transpose it into the educational sphere and later build a gamified action focused on student-player profiles. This study is justified by the need to reflect on the homogenized model of the school, to promote a pedagogical practice that contemplates the diversity of learning modalities of students, positively reaching them in order to place them as active beings in the teaching and learning process. As theoretical support, the present text focuses on four types of players Alves (2015) that will be considered in the context of the gamified activity and Huizinga (2000) to the understanding of concept of victory / conquest / gain. The process took place through analyzes performed in the mentioned game. It is concluded that the gamification process must take into account the student profile to promote engagement in school activities and this will require good planning for the classes. [ABSTRACT FROM AUTHOR]

The assessment of group activities should consider the way in which group work is on job success. Most geography teachers recognize the importance of practical group work as a vital way of teaching different geography topics. This article is based on secondary sources regarding different self-assessment methodologies of participatory learning in practical activities. The literature on new practices in the area of participatory work assessment is revisited, as well as the premises on the forms of teaching and assessment. Opportunities of an organization for the integration of targeted work is emphasized and the importance of feedback after activities is advocated. This article presents more information on best practice assessment of different learning techniques and participatory assessment, discusses some observations on self-assessment, and raises questions for future research and debate. [ABSTRACT FROM AUTHOR]

The main objective of this paper is to analyze the objectives of sustainable development (OSD) established in September 2015, in an agreement signed by 193 countries at the United Nations General Assembly, from the perspective of Critical Environmental Education. The specific objectives were: to present the concept of Environmental Education in the critical perspective; to know the objectives of sustainable development; to analyze the OSD in the perspective of Critical Environmental Education. The research question listed was: are there possible approaches to think of the achievement of OSD, through an Environmental Education in its critical aspect? In the present work we start from the assumption that Environmental Education in its critical aspect is defined in Brazil from a matrix that sees education as an element of social transformation, inspired by dialogue, in the exercise of citizenship, in the strengthening of subjects, in the overcoming capitalist forms of domination and understanding the world in its complexity. At the end, it is evident that Environmental Education, in its critical, emancipating and transforming aspect of reality, shows itself as a viable path for the pursuit of the sustainable development goals. [ABSTRACT FROM AUTHOR]

The present study aims to analyze the educational principle contained in the work category, correlating with two groups of family farmers residing in the Nativity Region in the State of Rio de Janeiro and in the Brejal Region in Petrópolis, RJ. We intend to investigate the changes occurring in the world of work, with emphasis on the analyzes of Lukács, Organista, Antunes and Marx. We seek to reflect on the work developed by these two groups of farmers, establishing a parallel between them and ascertaining their peasant characteristic. We conclude that, in relating to nature, man changes, at the same time that he modifies nature itself. This transformation occurs through the work that man performs according to the Marxist vision of work as an educational principle, the motto of our research. In the case of the groups studied, peasant-based family farmers, this is a work that the man prints on the earth, extracting from it his survival. These farmers work with agro-ecological practices, constituting themselves as organisms not only of production, but social organisms, which prove the educational character of the work. A bibliographical research and a field research were carried out. [ABSTRACT FROM AUTHOR]

This paper presents a systematic review of the Brazilian literature on how social networks can contribute to the dissemination and sharing of knowledge among teachers and students within the school context, from publications in the educational area from January 2015 to January 2019, initially 1,214 searches (Articles) and resulting only 5 articles with adherence to the theme. The production in this area has occupied an important place in the technological-educational literature involving Knowledge Management in the dissemination and sharing of knowledge and constituted as a topic of growing interest in educational institutions. The analysis of selected research allowed us to identify that social networks are rarely used by teachers and students as didactic resources for the sharing and dissemination of information. This is due to a gap in the initial teacher training that does not develop the skills and competencies to deal with the new Information and Communication Technologies. However, it became evident that social networks offer resources that help teachers in the dissemination and sharing of knowledge. The results also pointed out the need for researches that present students' learning results from the use of these social networks as didactic resources. [ABSTRACT FROM AUTHOR]

Currently in several events and debates related to School Religious Education has occupied an important space in researches regarding the question of the pedagogical place occupied by Religious Education in the School. Thus, the objective is to investigate the three possible pedagogical models for School Religious Teaching: Caquetic, Theological and the Science of Religion (PASSOS, 2006; 2007); (SOARES, 2009; 2010). For that, a documental bibliographic research based on the phenomenological method is proposed (MOREIRA, 2002). It is concluded that it is the method of the Science of Religion which best meets the educational demands of the discipline of School Religious Education. [ABSTRACT FROM AUTHOR]

The aim of this research was to identify the tendencies related to the thematic education of the small childhood and present a cut of the type 'state of knowledge' and meta-analysis. It was based on the following question: what are the trends related to the education of children from 0 to 6 years and the gaps of these research presented at the national scientific meetings of ANPEd? For that, the qualitative approach was chosen, taking as object of analysis one hundred and twenty-four scientific articles presented in Working Group 07 - Education of Children from 0 to 6 years, of the national scientific meetings of ANPEd - National Association of Post-Graduation and Research in Education, in temporal cut that covers the decade from 2008 to 2017. As a result of the meta-analysis, it is possible to elucidate the recurrence of studies about public policies for Early Childhood Education; and as silenced themes we can verify the inexistence of research on the organization of early childhood education institutions about the reception of mothers and babies at the time and in the process of breastfeeding. Regarding the theoretical contribution of the research, Sônia Kramer is the most cited Brazilian author in the 120 articles analyzed; and Corsaro, the American author, is the most mentioned among foreigners. [ABSTRACT FROM AUTHOR]

Technologies have transformed education, making classes more dynamic, and enabling teachers to escape the traditional mode of teaching. The objective of the study was to identify the relationship of variables with the using of the technologies by the teachers of schools of the public basic education network in a city of SC. The research was a cross-sectional study, in a qualitative approach with the application of a questionnaire with 33 sociodemographic questions to 70 teachers. Subsequently, was applied the software Statistical Package for the Social Sciences (SPSS), version 21.0. The study identified that the graduation form and the character of the training school were factors that demonstrated significance in relation to all dependent variables related to information technologies (P <0.05). Teachers' ages and teaching time presented differences only in the relation between the frequency of using the computer in the workplace (p = 0.01). However, it suggests that there is no relevance to the use of computers and the use of search sites in the classroom environment (P> 0.05). The technology has been gradually adapted in the schools, containing many problems in the application in the classroom. Many of the teachers have a computer and internet domain, but another part still has a lot of difficulty in different specific resources. [ABSTRACT FROM AUTHOR]

This following paper deals with Geographical Education through field trips and their potentialities in teaching Geography. The city, which emerges as a stage for field trips, is not only a passive agent in this context, but a space that educates through its objects and actions. It shows, from such understandings, a proposal of field trips to two places in the city of Porto Alegre - RS: the Historic District and the Cemetery of Santa Casa de Misericordia. The concepts experienced in this field trip go beyond the issues of urban geography, since there are various conceptual and analytical possibilities to be explored in the places visited, as demonstrated throughout the text. Considering teaching Geography from urban experiences place the student as a social subject, inserted in a real context of a city that pulsates, vibrates and moves. [ABSTRACT FROM AUTHOR]

The objective of the following article is to approach studies in Organizational Behavior towards education, aiming to identify possibilities of school management practice that positively impact teaching common problems, such as low motivation and high stress. Thus, there was a review of the literature on the subject establishing the connection motivational and learning theories. It is concluded that the theories addressed are complementary and have a potential contribution to school management, if not taken separately. [ABSTRACT FROM AUTHOR]

The following paper aims to discuss the use of movies as a technological resource. Such resource has great potential for learning philosophy, serving for reasoning and as an element of cultural formation. It deals first with the use of movies as a technological resource and its use in the classroom as a learning philosophy tool, later as reasoning practice and cultural formation by setting movie clubs. The use of movies in the classroom and movie clubs become an important pedagogical tool when it comes to the construction of a way of philosophical, social and cultural formation through motion pictures. [ABSTRACT FROM AUTHOR]

The following paper objective is to consider photography, its production and characteristics, as a methodological tool aimed at the construction of geographic knowledge, according to a dialogical pedagogy when teaching geography. In a case study at Mocambo (Porto da Folha / SE), photographic workshops were held to guide and stimulate the debate among students. Then, students were encouraged to photograph their surroundings and everyday experiences. After that, they inserted captions in their photographs and talked about them. In addition, they associated visual, textual and oral narratives to them. In the end, the author concluded there is the need to rethink the use of photography in classroom, which is still very restricted to its illustrative and unreflective function. Besides, photography, through a collective dialogue, can produce discourses based on geographic knowledge, pertinent to the curriculum of geography. [ABSTRACT FROM AUTHOR]

Distance Education started with letters, but within the modern world, technology has become indispensable. Thus, the following paper highlights the thoughts of some authors, based on books and scientific articles that point out such change in techniques used in a qualitative analysis process. It is undeniable that there are those who are native in this virtual world and who grew up immersed in technology. However, there are also people who even realizing the decline of mailing letters, did not keep up with the technology development. Therefore, this paper aims to analyze the teaching-learning epistemological paradigms in distance education considering that it is essential that every education institution that offers distance education have in its educational project an education quality assurance, which should be offered regardless of students' technological knowledge when initiating a course. [ABSTRACT FROM AUTHOR]

Teach programming to children and adolescents is a new challenge in elementary and high school education. In this context, this paper presents a parts of a dissertation study aimed at determining if the use of Scratch can contribute to the development of creative thought through based learning problems in children and adolescents participating workshops after school. The study showed that the Scratch helped in the development of evaluative capabilities, allowing the reformulation of resolutions and facilitating the structuring and organization of thought and collective work. [ABSTRACT FROM AUTHOR]

The following study tries to understand, by comparing Paulo Freire's point of view to other authors, that the reflective educator is based on the idea that teachers and students learn differently and their learning process is based on various abilities, which are connected, acquired along their academic experience. From a literature search through a critical descriptive study, the authors intended to list tenets that demonstrate the relevance of the reflective educator and his/her connection to Paulo Freire's action-reflection concept. In the first part of the text, the concepts of the reflective educator are reviewed within the university context, as the one person who can be able to review practices and share them along with the students therefore creating new behaviors. In the second part, it approximates the concepts mentioned in Paulo Freire's work to contemporary society and to school challenges and practices. The authors concluded that the study considers the proposal for a dynamic school, which fights for the sharing of knowledge between the educator and students in order to promote social transformation. [ABSTRACT FROM AUTHOR]

Education and health were considered the driving forces of progress and inserted in a broader proposal to redeem the nation and consolidate the Republic in the first decades of the twentieth century. The aim of this paper is to discuss the health and hygiene policies in the school environment, during this period, in Parana. The school came to be conceived as a radiating center of the population's habit changes. The research sources are: Teaching Journal (1920-1924), the Government Reports (1920-1924), which bring the speech records of doctors and authorities on education and health, for teachers in the schools of Parana. The Cultural History theoretical framework in the theoretical dialogue with Foucault (2002), Chartier (1990), Bourdieu (2007), Vidal (2005) guides the documentary corpus analysis. The school medical discourse outlined the practices to protect and care for the students in primary schools, establishing a new structure for the school environment. The teacher's mission became to help these practices in their pedagogical practice and the hygiene precepts were set out as truths validated for everyone. In the period under review, the teachers' attention and vigilance were to audit, examine and teach personal care, hygiene, meals, to eradicate and prevent addictions and teach the love to work. [ABSTRACT FROM AUTHOR]

This article aims to analyze the influence of andragogy in corporate education, especially in the preparation of the training program developed for professionals who worked as hosts at the 2014 Soccer World Cup boxes. Throughout the article, the main authors and the foundation of andragogy are displayed. It also displays the peculiarity of the pedagogy used in andragogy as well as the characteristics that lead companies to use andragogy as their methodology. Regarding the case studied the article shows the adopted methodology, the chosen media and learning objects and their concept of construction. In addition, it contains the main results related to the performance of the participants and their perception and satisfaction regarding the training program. [ABSTRACT FROM AUTHOR]

The present article has the objective to present the results obtained from the use in the "Sustainable Schools Project", a virtual network and collaborative schools for the dissemination and sharing of sustainable environmental practices. The "Sustainable Schools Project", implemented in thirty-four units of education of the city of Curitiba, in the year 2010, made use of a network feature world Ning. It is an online platform, typically used in educational activities, and allows the creation of individualized social networking and sharing interests. [ABSTRACT FROM AUTHOR]

This article is a result of historical research, documentation, and analysis of exploratory interviews, order to diagnose the state's educational of the ColégioEstadual Professor Ivan Ferreira (CEPIF). The collected data were compared with data from the educational state of Goiás, in this way, it can be observed that the school has high failure rates (19,4%), avoidance (23,16%) and distortion (69%) area of expertise of teachers. Therefore, it was found that the teaching of this school require interventions for improving these trends. [ABSTRACT FROM AUTHOR]