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In this article, we report an experience in a training course conducted with the aim of developing competence in designing a class based on the Principles of Online Education. Through the course, we seek to understand how university professors give new meaning to their online educational practices. We chose the epistemology of practice and research with the teaching experience to think about the teachers' narratives throughout the course, especially those related to the classes that the teachers give, how they rethought, updated and gave them new meanings. We understand that resignifications occur through multiple processes of estrangement, self-reflective practices, the deconstruction of a mindset, reconstruction of theoretical-epistemic-methodological assumptions and construction of new teaching knowledge. We conclude that the discussion about online education and its principles have the potential to give new meaning to teachers' practices. [ABSTRACT FROM AUTHOR]

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]

This article was developed based on narratives and the life story method, and refers to research carried out in 2009 and 2012, developed within the scope of the Postgraduate Program in Education and Contemporary Studies at the State University of Bahia and the Postgraduate Program in Education, at the Federal University of São Carlos, both researches carried out with rural teachers, in Bahia. The collaborators' narratives allowed the development of this work presented here, whose objective is to analyze what is revealed, regarding contexts and life-education stories, through the names chosen (pseudonyms) by rural teachers, expressed in the (auto)biographical narratives. In the research, twelve teachers were identified by the names they chose and this choice refers to some place or role in the aspect of life and/or training. As highlighted in the literature, everything that is narrated is important and these choices are linked to family, context, childhood memories, tastes, way of being and other issues. Therefore, it is worth highlighting the contribution of this work, as narratives express aspects of identity and the name is part of this. These narrated and contextualized names, and their meanings and meanings, led to a discussion about the identity and training of these rural teachers. [ABSTRACT FROM AUTHOR]

Faced with the problems of coexistence in schools, Moral Education Research Group - GEPEM developed the program "Ethical coexistence at school", which proposes the implementation of actions that aim to contribute to improving the quality of school coexistence and the conflict solution process. This article presents an exploratory research of a descriptive character that scrutinized the perceptions of teachers and managers related to the transformations, contributions and limitations of the program implemented in four public schools. Semi-structured interviews were carried out and the data were qualitatively analyzed. Most respondents argue that it is a role of the school to act in the quality of coexistence, favoring ethical training and dealing constructively with conflicts. Among the changes, what stands out is the importance of theory subsidizing actions; valuing student participation and leadership; strengthening respect and dialogue in relationships. The limitations have been the lack of engagement by some professionals, the absence of spaces for dialogue and collective decisions at school. [ABSTRACT FROM AUTHOR]

This article presents the result of an action research that analyzed the participation of 19 teachers in the online course Teacher Training for an Innovative Practice from the View of Edgar Morin's Complex Thought, composed of seven complex lessons referenced in the book Seven Complex Lessons in Education of the Future (MORIN, 2000), promoted by the research group Educational Paradigms and Teacher Training (Pefop). The main contributions pointed out by the participants of the course were identified qualitatively, focusing the sixth knowledge (teaching comprehension), in the three stages in which they were called to reflection and discussion. The teachers involved presented a good understanding, especially since they were in training and had previously studied five other modules of the course. Revealed relevant contributions to the construction of their knowledge, intentions and practices experienced for the transformation of education, based on complex thinking and teaching for understanding, demonstrating a possible path to pedagogical innovation. [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]