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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 paper analyzes the process of teacher training under a perspective of using apps from Google Education Plataform in Higher Education Institutions, in Aracaju/SE. This is a qualitative research, with a descriptive and exploratory approach within a field work. Concerning the instrument of data collection, it has been chosen a semistructured research, and teachers were the target audience. The methodology adopted aimed the perspective of content analysis and results for the learning of the participants of the research, with two important factors for the learning of the Digital Information Communication Technology in the learning process: interest and investment in continuing education. [ABSTRACT FROM AUTHOR]

This article discusses integral education and teacher training to work in Basic Education, according to programs focused on integral education. Based on bibliographic and documentary studies, we approach the concepts of integral education, the programs for the promotion of integral education and the questions aimed at the initial and continuing training of teachers to work in basic education according to the indicators provided for the comprehensive education programs aimed at for elementary and high school. A priori concludes that the training that conceives the student in its entirety should consider the school as an educational community, regardless of the increase in school time. [ABSTRACT FROM AUTHOR]

Due to the excessive increase of referrals and diagnoses that result in "diseases of not learn", this study aimed to understand how five teachers who teach kindergarten classes, in a municipal Early Childhood Education school, discourse the "diseases doen learning" and the possible implications in their teaching practice. The data generation was based on the dialogue undertaken in a virtual discussion forum, which data indicated axes of analysis focused on the conceptions about "diseases of not learn " and the teaching practice of such "diseases". The statements generated revealed the thinking and action of these teachers submitted to the medical logic, in the detriment valuation of inherent differences to the heterogeneity in Early Childhood Education. [ABSTRACT FROM AUTHOR]

The objective is to socialize reflections about the bottlenecks of the teaching form (action), caused by the absence of an institutionalized partnership relationship between the Higher Education Institutions and the Elementary Schools. This is a research whose methodological approach derives from a hybrid consisting of procedures of Oral History and Content Analysis. It takes the Supervised Curricular Internship (ECS) as promising for the institutionalized relationship of partnership in teacher education. It concludes by suggesting the deepening of reflections that enable the institutionalization of state and municipal education systems as co-responsible for teacher education, assigning workload to the teacher who receives and accompany graduates to perform the ECS. [ABSTRACT FROM AUTHOR]

This article presents photography as a fundamental artistic procedure for the construction of contemporary visuality and its implications in the classroom. It also discusses how photographic images make visible the problems related to teaching and learning. It discusses uses and main visual structures of the Photography-Based Research Methodologies, proposed by Ricardo Marin Viadel and Joaquín Roldán (2012). The visual knowledge produced in this research allows new ways of contemplating and exposing educational phenomena. [ABSTRACT FROM AUTHOR]

The discussion about teacher education generates convergences and divergences between technical and innovative pedagogy. In this sense, the theme challenges educators, especially those working in higher education, to reassess educational practice, because learning based on conservative paradigms domesticates and immobilizes the subjects involved in the teaching-learning process, limiting their intellectual rebellion. Based on this premise, this article addresses teacher education and knowledge fragmentation, a heritage of conservative education paradigms based on traditional, scholastic, and technical approaches. This article provides a reflection on the pedagogical practice in higher education in teacher education and seeks to provoke a discussion about the reflective teacher. In addition, the article addresses Newtonian-Cartesian thinking, technicism and the insertion of technologies in education, in order to problematize the convergences and divergences between the technicist and innovative paradigms. [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]

Teacher training presents itself as one of the challenges in the contemporaneity. The purpose of this study is to discuss the relationship between theory and practice in education as an essential element for the development ofpedagogical work. From this we aim to analyze how the dichotomy or the unit theory and practice can influence the formation of the teacher. It is a qualitative research, subsidized by the critical-dialectic approach based on the presuppositions of emancipatory education, in which it sees formation as an aspect of education for the humanization and emancipation of the subject. We choose for the bibliographic review with the purpose of compiling its theoretical basis. The perspectives pointed out are justified by the need to reflect the educator's training processes, in order to allow a differentiated vision that contributes to educational actions in the current social context, aiming human development beyond the utilitarian demands of the market. According to the tendencies studied in the scope of this analysis it is evaluated that in teacher training courses it is necessary to overcome the dissociation between content and form, theory and practice, elements that constitute one of the dilemmas of the training programs. With this, it is intended to help professor, teachers and future teachers to rethink the formation of critical subjects in which the purpose is to think about training in a continuous way. [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]

This article gives evidence of results in an initial training offered to the students from the seventh semestre in Biological Sciences course at the Federal Institute in Education, Science and Technology of Rondônia - IFRO - Campus Colorado do Oeste. This activity was developed during the IX Environmental Week, an event that took place at Campus in June, 2016. During the activity, the academics in Biological Sciences course carried out mini-courses in which was approached the subject of human sexuality for four classes from the first year students in Agricultural Technical Course integrated to High School. After completing the activities of Sexual Education that dealt with some topics such as: early sexual initiation, STIs (sexually transmitted infections), homophobia, sexual harassment, media exposure, gender difference, contraceptive methods, among others and after all the data were collected. For that, the students answered a questionnaire about the subject on sexuality, the contributions of this practice is in order to discuss situations related to the subject. After the analysis, was checked a great relevance of the theme proposed for the initial qualification of academics in order to them approach the subject in a significant way to teenagers who attend the schools in which these academics will be able to develop their activities. It was checked out that students from the Agricultural Course integrated to High School who was developing the course have a very restricted index of information about the subject that was handled it. This can be a reality that reaches many young people who attend the Basic Education in many Brazilian schools. On the other hand, the information obtained gave the academics and teachers from the Biological Sciences Course moments of reflection about the inclusion of contents that contemplate this subject in the school curriculum of Basic Education and of the higher course that they attend, as well as the need of a discussion about a formal and systematized proposal regarding to Sexual Education to be applied in schools. [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]

This paper is inspired by two concluded post-graduate researches in Education - one of doctorate and the other of post-doctoral - whose theoretical-methodological basis is anchored in the Theory of Argumentation, conceived by Chaïm Perelman and Lucie Olbrechts-Tyteca, in 1958. Both researches are connected, since they deal with reflections, problematizations and provisional agreements on themes that involve Education in contemporaneity. This work proposes to present possibilities of articulation of the Theory of Argumentation to Education, as proposed by Lemgruber and Oliveira (2011), Mazzotti (2011); Castro, Maia and Alves-Mazzotti (2013) and Castro (2016). Therefore, we focus on pedagogical training in the discourse of teachers of Pedagogy courses. From the theoretical reflections carried out from the argumentative analysis conducted, we understand that the current training model still does not constitute a knowledge base that links theoretical knowledge to the pedagogical practices that will guide the future teacher in his performance in Early Childhood Education and the initial years of Elementary School, taking into account their specificities. Although there is a consensus in the literature about the indispensability of changing the structure of the Pedagogy course, in which teaching effectively constitutes the focus of the teachers of this course, this is an issue that has not yet been resolved. Understanding Education as a field conducive to improvement and change, this work seeks to collaborate with the construction of knowledge in the area of Education, offering, as far as possible, subsidies for studies that address the Teacher Training from the contributions provided by the authors of the area of Argumentation. [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]

The aim this study is to present and discuss the contributions of Information and Communication Technologies in the training of teachers who work and who will act in educational institutions. The method chosen was the literature review. The study pointed out that the school cannot lose the opportunity to be agents of transformation, leaving to stay on the sidelines or influence the construction of new knowledge. It also showed that the education through information and communication technologies offers new opportunities for open and flexible learning. When planning the integration of TICs in teacher training, it is important that educational institutions understand what skills and knowledge that these professionals need to acquire in order to effectively use this technology into their classes, understanding, yet, the extent to which the institution is prepared to carry out the integration of TICs in the curriculum. [ABSTRACT FROM AUTHOR]