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The Training and the Praxis of the teacher from the Materialist Dialectic, the Cultural Historical Theory and the Critical Historical Pedagogy is the title of this dossier, which proposes to analyze contemporary themes that deal with a critical look at society, education and human training, in order to resume the contributions about dialectical thinking. It intends to discuss the formative processes that involve the school as a social institution responsible for socializing the knowledge produced by humanity, aiming at a quality education that can reverberate in the development of critical thinking of the subjects involved in the process about the objective reality. The texts are based on the Critical-Historical Pedagogy and the Cultural-Historical Theory, and mark their position by pointing out that the enrichment of human existence in its omnilateralism is a process of active and conscious appropriation, by the individual, of the cultural resources present in the environment and the value of interaction between student and student, student and teacher. [ABSTRACT FROM AUTHOR]

In this text we will reflect on the emotional pain of university professors and their possible connections with the training processes, presupposing that they have the potential to signal the recovery of the idea of human nature and can contribute to the process of reconfiguring these pains. The support of our reflections comes from Antonio Damásio's neuroscientific investigations to whom the relations between the feelings of pain and pleasure influence the human cultural process. It also collaborates with our thinking Baruch Espinosa whose ideas underpinned those of Damásio's neuroscience when he affirmed that human beings affect each other and through this meeting they can recognize themselves and increase their power to act. In order to carry out the reflections proposed here, we used the hermeneutics of the tragedy "As Bacantes" by Euripides (406 BC) whose metaphorical potential helps us to understand the difficulties imposed by a rationality proclaimed as the only possible one. The reflective analyses, evidenced in this text, lead us to glimpse the need for other teaching knowledge that perceive the experience in a sensitive and humanized way. They contribute to the understanding of aspects that should go beyond the current ones and broaden the vision about professional training. Even in view of the detail and scope of the proposals currents for categorizing the teaching knowledge necessary for professionalization, this shortage regarding the teachers' emotional pain persists. [ABSTRACT FROM AUTHOR]

Studies in Communication and Education have guided fundamental reflections on formative processes more affectionate to contemporaneity, as they point out the relevance of the presence of media languages in the classroom. In this sense, the formation of teachers is one of the determining factors for such languages to be inserted in pedagogical practice. Thus, the objective of this work was to analyze the master's degree dissertations, carried out by master's students teachers of the ProfLetras program, from UFTM, whose theme indicated the dialogue between Communication and Education. Researches developed from proposals of intervention in elementary school, which involved communication and educational processes for the teaching of Portuguese language and literature, were selected. Such researches revealed the concern of teachers in aligning theory with practice. And, although they have significant proposals for intervention with positive results, it would be important to offer specific subjects at the Communication and Education interface for a more effective dialogue. [ABSTRACT FROM AUTHOR]

In this article we present and discuss the value of the ethical dimension present as articulator in the organization of pedagogical work. Whereas Ethics is disfigured by the events and understandings of today's society, in which teachers hide behind masks as proletarians of unnecessary knowledge and useless to capital, analyze the ethical dimension and its importance for the process and educational practice presents itself as an appreciation of the human being and all its manifestations. Understanding the School as a space for interactions, the curriculum becomes a cultural artifact for the teacher to achieve his goal with a humanizing education that aims at the emancipation of the human being. [ABSTRACT FROM AUTHOR]

The current education needs to adapt to the changes that take place and have taken place in society. In this way teachers face different challenges in order to achieve quality in education according to current needs. Teaching-learning processes where the student is the protagonist, creating spaces for dialogue where the active role of students in society promotes the opening of schools to its context, the appropriate use of information and communication technology and the attention to cultural diversity of students, are some of the tasks that the teacher responds today and on which we reflect in this paper. For this purpose the improvement of initial and lifelong training of teachers at all educational levels is needed. [ABSTRACT FROM AUTHOR]