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This article, with a qualitative approach, is the result of a research that seeks to understand how managers, Portuguese teachers, families and the students themselves understand the concept of Dyslexia. The theoretical-methodological contribution is inscribed in the enunciative-discursive perspective, which underlies the analysis of the collected records, involving 15 subjects (students, family members, Portuguese language teachers and managers of two public schools). The results showed that the subjects are unaware or know little about dyslexia, understanding it from a biological/organicist perspective, distancing it from a sociocultural view. In addition, they are also unaware of inclusion policies and laws. Based on this research, it is considered that there is a need for interdisciplinary training that involves both managers, educators and health professionals so that it is possible to take a look at pedagogical practices aimed at teaching and learning processes in an integrated way, considering the constitutive singularity of the apprentices. [ABSTRACT FROM AUTHOR]

It aims to identify the teaching knowledge and typologies of historical awareness present in the narratives constructed by History teachers, working in Basic Education, having as a reference the construction of the epistemology of professional practice defined by Tardif (2000) as the study of the set of knowledge used by professionals in your workspace to perform all your tasks. It is theoretically based on Tardif and Lessard's (2012) conceptions of teaching knowledge and Rüsen's (2007) historical awareness. We support the theoretical contribution of Cultural History and the research methodology of Oral History in Bom Meihy (1996) and Alberti (2013) by enabling the elaboration of records and documenting experiences, knowledge and practices of people regarding their experiences. We can infer that the way they worked in the classroom created the possibility of a teaching that aims to form historical awareness to act in the world, to be able to act and transform it. [ABSTRACT FROM AUTHOR]

The playing field of the nurse may also be basic education. In this regard, this article describes a construction of the teaching identity of nurses who act as teachers in the high school of special vocational, based on autobiographical narratives. For that, we developed a qualitative research, with a hermeneutic philosophical aspect, anchored in the autobiographical approach. Thus, ten nurse collaborators who participated in the classroom for a period of more than two years at the institution agreed to participate. Both the narratives involved and the family trajectories, the schools and the professions, allow us to know the experiences that they had and formed them, seeking to reach the professionality that they sought. It is concluded that an identity formation is inextricably linked to the production of meanings of personal and professional experiences and that this rite from one place to another, requires learning from new ways of doing professional. [ABSTRACT FROM AUTHOR]