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This research aims to identify and analyze which practices, especially with language, have been carried out by a group of speech therapists working in education in Bahia, and to reflect on the theoretical bases that support these practices. This is a cross-sectional, qualitative study, which had the participation of five speech therapists working in the educational area. Data were produced through semi-structured interviews, later transcribed, organized and categorized for analysis. The results pointed to the fact that speech therapy practices carried out in the field of education, especially with language, are still quite heterogeneous and guided, above all, by demands related to disturbs and disorders. It is concluded that it is still necessary, at the base of speech therapy practices, health perspectives and demedicalizing language that contribute to improving the quality of education. [ABSTRACT FROM AUTHOR]

Considering the current educational situation of deaf individuals, here mostly concerning to the numerous aspects pertinent to the representation of writing skills, and due to a lack of stimuli appropriate to their cognitive, socio-affective, linguistic and political-cultural potential, many of them may have suffered considerable losses in the development of learning. This study aims to contribute to the understanding of some factors that may lead to severe constraints on the development of writing skills by deaf students, therefore, contributing to the field of literacy. One finds herein a theoretical review of concepts, ideas and ideologies, which reveals that the difficulty faced by the deaf person in written texts production is beyond the school's methodologies and/or pedagogical actions employed ordinarily applied in the teaching of written language. [ABSTRACT FROM AUTHOR]

This article aims to reflect, through a qualitative analysis, on the role of the current school which, inserted in a society undergoing constant transformations caused by globalization and advances in technology, is still one of the only sectors of society not belonging to digital culture and paradoxically sees itself in the demand to provide the development and preparation of students for work and exercise of citizenship. With regard to teaching Portuguese, the objective is a more effective and critical participation in contemporary language practices, considering the new multiliteracies and practices of digital culture. The research is oriented towards the challenges that correlate curriculum and learning, involving culture, language and identity - as an important basis for establishing orality. It is considered that the points highlighted in this work are fundamental for reflection on an education that is more coherent with the complete formation of the student. [ABSTRACT FROM AUTHOR]

This article aims to describe and provide a set of fundamental guidelines for conducting exploratory research in the educational context. It presents a qualitative research approach, specifically the bibliographic type, with an interpretive nature, carried out in articles, books, theses, and dissertations that address the subject. Based on the conducted investigation, it was possible to identify that there are few publications in the Portuguese language with this delimitation. This type of research enables the exploration of complex and little-known issues, which can lead to a deeper and more comprehensive understanding of the studied phenomenon. It was also possible to identify that Exploratory Qualitative Research in education allows us to examine participants' experiences and perspectives, identify underlying trends and patterns, and generate hypotheses for future research. [ABSTRACT FROM AUTHOR]

Interest in the discussion of racial relations between white and black subjects has been gaining ground in several areas in Brazilian society since the late 1990s. In the field of the history of education, there has been a lot of research on the racial diversity of school groups, the discussion of affirmative action in higher education, debates on whether to rethink the school as a producer or reproducer of mechanisms of social and racial inequalities. It is concluded, through the research carried out, by the images of the graduation boards, we understand that access to professional school was the element of cohesion and power maintenance of the local and national white elite. That is, even if in the investigated period, blacks had the right to have access to a professional education, their presence, which is minimal, indicates that it was prohibited through discrimination or mechanisms that made it difficult for them to remain in this school and professionalizing space. [ABSTRACT FROM AUTHOR]

It is estimated that there are 314 million people with visual impairment in the world; therefore, this manifestation is classified as having the highest prevalence in Brazil, contemplating a total of 18.8%. As a development of Information and Communication Digital Technologies (ICT), it has been applied in new environments. This bibliographic review of the quantitative approach aims to compile studies developed in the last decades about the application of DTIC in the teaching and learning process of visually impaired people. The PICo Strategy was applied to guide the selection of articles. The collection of articles was carried out through research in Google Scholar, Scielo, CAPES Periodicals, Science Direct, and NCBI databases. Screen readers and tactile prototypes are some examples of technologies developed in the studies found. With this, it is understood that these DTICs are applied in several places and that it is already a reality that has been studied and put into practice with visually impaired people. [ABSTRACT FROM AUTHOR]

The article is an excerpt from previous research in the Brazilian scenario, highlighting the data on the psychopedagogical service offered in the municipal public education network of Santa Catarina (SC). The objective is to present an overview of the psychopedagogical service, the employment relationships and training of psychopedagogues working in the position. The methodology involves qualitative research with a descriptive approach. For data collection, a questionnaire was sent to 295 municipalities in SC. It was found that 54 municipalities have psychopedagogues working in the field of education, totaling 67 psychopedagogues working in the position, of these 60 professionals have a degree in Pedagogy and 27 psychopedagogues have taken specialization in Psychopedagogy, meeting the requirements of the Associação Brasileira de Psicopedagogia. It revealed that 19 professionals are selected for the position of psychopedagogue, as it demonstrates the need for new competitions to meet local demands. [ABSTRACT FROM AUTHOR]

The article addresses the history of the Iranian Plateau and its people, including the Persians and their relations with the ancient Greeks at the beginning of what later became known as Western Civilization. The objective was to highlight that the teaching of ancient history in Brazil needs to be rethought to avoid frequent inaccuracies, generalizations and inconsistencies, among others, in much of the bibliography available on the subject. To achieve this, it was based on more recent archaeological and historical research, which are decisive theoretical contributions to understanding the people of the Iranian Plateau in their diversity and historicity. This is a basic, qualitative, exploratory, explanatory research that used bibliographic and documentary procedures. It was concluded that ancient people must be studied in a contextualized way. The people of the Iranian Plateau need to have their diversity understood and cannot be treated as if they were all the same. Thus, although the Persians are the best known and studied people on the plateau, they were not the only ones, neither the first nor the last in that region. Thus, the article discusses a topic on which there is little research in Brazil and seeks to collaborate with the task of teaching ancient history in the country, in this case about the people of the Iranian Plateau. Therefore, it deals with the role of the Persians in the origins of the West, but seeks not to limit itself to this issue. Finally, the relevance of the study of antiquity in Basic Education is highlighted and some notes are made to contribute to this important task. [ABSTRACT FROM AUTHOR]

From the measures taken to face the COVID-19 pandemic since 2020, adopting hybrid teaching has become one of the issues to be addressed in the educational agendas, however, it entails uncertainties and difficulties to carry out emancipatory practices. Conceptualizing hybrid teaching is not an easy task, several authors have done it, but in different ways. To identify the concepts of hybrid teaching that have prevailed in Brazilian education in the last 10 years, a Systematic Literature Review (SLR) has been carried out at the Brazilian Digital Library of Theses and Dissertations (BDTD) and the Google Scholar and works that present superficial conceptions of hybrid teaching were identified, as well as others by Moura (2018); Costa (2019) and Fialho (2020), who based on Moran (2015) defend a new vision of hybrid teaching, which understands hybridization as a sociocultural process, in which structures and practices, once separated, become combine to generate new structures, objects and methods. [ABSTRACT FROM AUTHOR]

Wonder experiences that aim to promote perplexity, the formulation of hypotheses and the investigation of the meaning of human experience in teaching practices are scarce. Therefore, this article aims to identify and analyze the education of contemplative wonder articulated by Anders Schinkel for the educational field and moral education. This work, of a theoretical nature, is based on the theoretical framework of Schinkel's educational philosophical thought, in which we will analyze the author's main works. The research results indicate the potential of contemplative wonder for recognizing the limits of human knowledge, by providing an attitude of receptive attention to something that is familiar and promoting new possibilities and far-reaching and profound conceptions of reality. In addition, wonder opens horizons for us to establish a kind of relationship with the world of appreciation, respect and care for humanity and life forms. [ABSTRACT FROM AUTHOR]

Atypical behaviors, destructive behaviors, self-injury, or compulsions can hinder the inclusion of children in schools. Several instruments are used to assess the occurrence and frequency of these behaviors, including the Aberrant Behavior Checklist (ABC), to evaluate whether the procedures implemented have successfully increased the frequency of more appropriate behaviors. Eighteen professionals used the ABC to assess the behaviors of their patients and students after a Behavioral Analysis teaching program. The program aimed to teach professionals how to manage atypical behaviors, reducing their occurrence and increasing the occurrence of other socially desirable behaviors. In pre and post-tests, a significant difference was observed in all domains listed in the ABC, implying that the occurrence of atypical behaviors decreased after participants engaged with the teaching program, with teachers achieving the best results in the post-test. [ABSTRACT FROM AUTHOR]

The problems of (cyber)coexistence are increasingly present in the lives of our children and adolescents, so that using this technology ethically, consciously and positively has become a demand of education. Many schools face situations related to the improper and disrespectful use of cell phones and social networks, mainly involving students, but also educators and family members. Faced with this challenge, we propose the educational program "A Convivência Ética On-line", to be developed with students, which can inspire and guide educational and preventive actions by schools wishing to work with this issue. In this article we present the problems of coexistence that affect our students, such as cyberbullying, cyberaggression, virtual risks; and the main characteristics of the program for educators seeking to study and develop actions in search of ethical (cyber)coexistence. [ABSTRACT FROM AUTHOR]

The research aims to analyze the practices of youth and adult education of social movements related to land in Brazil, the MST (Movement of Landless Rural Workers) and in Colombia, the CNA (Coordinador Nacional Agrario), based on the thematization of multiple historical, social, political and cultural determinations present in the Latin American context and popular education practices committed to the emancipation of subjects. For this, a survey of bibliographic productions on the Brazilian and Colombian context was carried out, as well as a survey of documents from Latin American bodies to understand the dynamics of structuring social movements, as well as the way in which it was constituted over the years until nowadays. As a theoretical basis, Critical School Psychology with a Marxist base is used from historical-dialectical materialism. That said, what is shown is that in moments of disruption of public policies with the neoliberal advance, social movements play a fundamental role in the educational social struggle. [ABSTRACT FROM AUTHOR]

The study deals with bibliographical research with an emphasis on discussions about the training of professionals from the perspective of diversity from the perspective of the interfaces between health and education, as a space for the formation of human beings. The reflection permeates a critical look at the joint and intercomplementary action of Health with Education, enabling the processes of social, cultural and digital inclusion. We highlight interdisciplinary activities as a focus on minimizing marginalization in the computerized society, which also points to the training of professionals with new meanings, new social demands. Concomitantly, the research shows that the interrelation between formative, technical and professional teaching determines the priority of formative courses, taking into account ethics, scientific and intellectual rigor and a multi and interdisciplinary focus, especially in the area of education and health. [ABSTRACT FROM AUTHOR]

The pandemic of Covid-19 caused modifications in the Brazilian educational processes, therefore, teachers in training were faced with difficulties about the pedagogical approach of Digital Information and Communication Technologies (ICT). Thus, discussions about the Technological Pedagogical Content Knowledge (TPACK), focus of research in Brazil since 2009, intensify, mainly, regarding the initial and continuing education of teachers, teaching and learning with the integration of ICT. Thus, the objective of this study is to analyze the publications on TPACK, in Brazil from 2018 to 2021, seeking to answer: which studies and/or reviews published and their typology on the theme? which year has the largest number of publications? The corpus of analysis consisted of 45 works (articles, dissertations, and theses) found in open access databases. The research also presents previous bibliographic reviews, performing a cross-referencing of data and discussions. [ABSTRACT FROM AUTHOR]

The present study emerged from discussions about the formation of children with the purpose of analyzing the process of creation and imagination in childhood using clay modeling as an important activity in child development. The theme becomes relevant to expand the child's cultural repertoire, as well as to increase the abilities to create and to imagine, typically human characteristics, which need to be stimulated for the formation of consciousness. The analysis is based on the critical dialectical method and on the Historical Cultural Theory, with a view to highlighting the role of imagination in the formation of superiors' psychological functions. The results revealed that working with clay in Early Childhood Education allows the child to move from the concrete material to more abstract representations of objective reality. Therefore, the transforming act performed in the art activity enables the child to actively participate in the human action in the relationship established with nature. [ABSTRACT FROM AUTHOR]

This study aims to analyze the movements of meanings evidenced in the Federal Program "Novos Caminhos" for Vocational and Technological Education (EPT). For that, it is theoretically and methodologically based on the Analysis of Movements of Sense. It describes the EPT based on education and work, from ontological foundations and characterizes it according to the meanings evidenced by the Program under analysis. In the same way, critically, it unravels the meanings produced from the potentialities and strategies of the "New paths", when compared with the social, economic and political contexts in which they are constituted. As a result, it was noticed that the "New Paths" Program led to "old paths", already addressed since 1970, with the Theory of Human Capital. However, updated with the needs of the lived historical moment, these paths reinforce neoliberal perspectives that also strengthen the capitalist context and intensify the precariousness of pedagogical work and the scrapping of education. [ABSTRACT FROM AUTHOR]

The Brazilian legislation that regulates education considers democratic school management a guaranteed right, and it is up to subnational institutions to implement it. This qualitative study makes a brief analysis of the winning schools of the Escola Gestão Award, organized by the National Council of Secretaries of Education, from 2013 to 2020, in the light of elements of the democratic management of Brazilian schools, discussed by authors who deal with of the theme. The results of the analyzes indicate that the actions taken by school managers and other actors in these schools resulted in an improvement in the quality of education, translated, for example, by the improvement in the index of development of basic education (IDEB) and in the reduction of school dropout, which in one of the schools was zero. It is considered, therefore, that democratic management and participatory management are fundamental elements for quality public education and seem to be present in the schools that won the School Management Award in Brazil, in the period studied. [ABSTRACT FROM AUTHOR]

STEAM education ("Science, Technology, Engineering, Art and Mathematics" in Portuguese, "Science, Technology, Engineering, Art and Mathematics") aims to cultivate model-literate citizens by empowering students with knowledge, skills and values for the 21th century. Knowledge Management (KM) offers resources to enable these connections between disciplines and professors. This study has as general objective to analyze the possibility of the Ba environments (physical and virtual) to be mediated by the GC. The research is applied in nature with a qualitative approach through a hypothetical-deductive model with data collection via literature review. As a result, an analysis is presented on the possibility of physical and virtual environments being mediated by the KM, where the importance of establishing an environment conducive to the creation and sharing of knowledge was verified. In addition, efficient and systematic methods must be applied to manage knowledge within the teaching organization. [ABSTRACT FROM AUTHOR]

The body brings with it different languages and meanings, through which relationships are established in which other people, other beings, things that are in the surroundings, the world are involved. Therefore, the study aims to understand the body conceptions of students with visual impairment from public schools in Santarém-PA, in the light of the corporeality approach. We opted for descriptive qualitative research. The theoretical/methodological structure is based on the assumptions of the phenomenon of corporeality. A questionnaire to characterize the participant and a semi-structured interview were used. Data were analyzed using the Elaboration and Analysis of Units of Meaning. The research results made it possible to understand that people with visual impairments have conceptions of the body that have different senses and meanings, moving between biological and mechanical concepts, but also approaching the approach of corporeality, which considers the body as existence and experience of being in the world. [ABSTRACT FROM AUTHOR]

The article aims to explain Schopenhauer's impact on Nietzsche as a style of master/teacher, incorporating the singularity as the crucial thing that education should promote. To contemplate this task and update the reflection for our time and context, it is necessary to fight the tension between the demands of educational institutions and the power of a master/teacher in the practice of his acting, in order to seek in each student what he has of genuine and original. This is an essay with a qualitative approach that reflects the formative trajectory of Nietzsche himself, capable of promoting his extemporaneous condition and facing the culture of his time. For this, a master is needed, preferably, as Nietzsche indicates, the bearer of admirable serenity, full of a strong and devouring fire to be able to promote the singularity of his student. [ABSTRACT FROM AUTHOR]

The measures adopted due to the Covid-19 pandemic intensified a process that had already begun: the use of digital information and communication technologies (DICTs) to teach in the 21st century. In this paper we list and indicate technologies that can be used free of charge in everyday life for teaching practices in virtual environments. We use as theoretical basis authors who approach education in network, social network for education and collective intelligence to reflect the challenges found by teachers during the social distance. We conducted a literature review and elucidated, from the analysis of technologies, the importance of DICTs, from the correct choice to the promotion and construction of an environment of knowledge exchange in the virtual environment. Thus, through mediation and dialogue, teacher and student have the possibility of, together, overcoming the difficulties imposed on education by social isolation. [ABSTRACT FROM AUTHOR]

This paper presents part of the results of a doctoral research dedicated to analyze the cycle of the educational policy on gender and sexual diversity in Brazil. Based on Stephen Ball's propositions, which applies Foucault's notions of power and discourse on educational policies, the analysis aimes, beyond the metrics, to understand the political-discursive dynamics that marked both the production of this policy as the systematic reaction that has been organized against it. This text analyzes the background of this policy, its main initiatives, the agents involved in its construction and the pedagogical discourse they produced. It also identifies its main opponents, their tactics and discursive strategies, seeking to understand how they are articulated with the reactionary movements that have dominated Brazil in recent years. Finally, the paper hilights evidences that the debate on gender and sexual diversity in schools survives even in times of conservatism, censorship and ideological terrorism. [ABSTRACT FROM AUTHOR]

This work aims to discuss educational practices in the context of the fife bands and candomblé. The theme is linked to the research we are currently developing in the doctoral course in education at the Federal University of Sergipe. This writing takes as references the narratives of the pifeiro Vanildo Franco and the babalorixá Walter Ti'Ogun, starting from the understanding that it is not only in the school that one learns, because we agree that education also happens outside of it. This is a qualitative approach, supported by oral history through semi-structured interviews. The discussion carried out is referenced in decolonial studies in a critical perspective that enchants and frees. As a result, we noticed that in the analyzed educational processes, curiosity, observation, repetition, play and affection are the main categories that promote enchantment in the pifeiros and candomblecistas. [ABSTRACT FROM AUTHOR]

This study seeks to answer whether the theme of Sustainability/Environmental Education is present in undergraduate dental courses. The research is quantitative in nature. The first step was to search the undergraduate curricula. Then, a questionnaire was applied to the dentists. From the survey in the Higher Education Institutions, it was found that the theme Sustainability/Environmental Education, specifically, is not approached in the Dentistry courses; only related disciplines with superficial contents were found. The field research indicated that for 88% of the participants, the theme Sustainability/Environmental Education was not part of their curriculum, and only 12% of the participants affirmed having received this knowledge during their undergraduate studies. Thus, the research shows a gap in the academic training of dental surgeons during graduation, since the role and responsibility of universities is to contribute to a future of sustainable development through education. [ABSTRACT FROM AUTHOR]

The student's formation, in any level of schooling, always entails the need and expectation that they become critical subjects. This text aims to provoke, from Paulo Freire's perspective, what this formation and the criticality practice can be, not occupying with a corollary of definitions, even of renowned researchers, about what will become a critical subject, a basic need to be able to think in a schooling process that makes this desired critical formation viable. For this, the text presents and discusses some actions that, throughout history, marked the creators due to their positions, ideas and questioning actions in their historical time and that demarcate, for this analysis, a critical thinking and acting that can be reflected by all those involved directly and indirectly with the educational process. [ABSTRACT FROM AUTHOR]

The present article investigates the question of the emergent condition of education in pandemic times, especially regarding the meaning of the (im)possibilities of subjective formation. Meanwhile, we outline some elements of the educational implications of the pandemic scenario of the new coronavirus. In this way, we outline a diagnosis of the social and educational transformations in the current context and discuss how this indicates something about the processes of subjective formation. The research is bibliographic, with aspects of integrative review. Thus, we bring to the text authors that we have already been studying, for an interlocution with new commentators, who bring elements of contextualization to form a panorama of the current educational scenario. In this way, we understand that the recrudescence of the educational situation is a sign of the advance of a more serious and severe situation globally established. A social and civilizing condition, greatly aggravated, by the social, ethical and economic-political model, which permeates all dimensions in our contemporary world (which, consequently, has strong impacts on the possibilities of subjective formation). [ABSTRACT FROM AUTHOR]

The article aims to (re) think education for race relations in times that turn out to be gloomy from the film "Tabu". The work is an exploratory research based on a qualitative reflective approach. The results show that despite the policies that have been seeking to institute new ways of looking at and working on differences, they come up against the idea of a homogeneous national identity that disqualifies differences, preventing the specificities of the black condition in society from being given due importance. We know that we have a long way to go in creating and / or valuing other ways of acting in education, in addition to the attempts to develop an impartial, neutral and politically correct discourse. It is education being called to position itself. [ABSTRACT FROM AUTHOR]

This article is the result of different experiences in the field of education, among them, a Stricto sensu research that made approximations of some benjaminian concepts to education. Based, therefore, on the work of the German philosopher Walter Benjamin, the article discusses education and the narration of life, looking to show that rememoration is an educational act that needs to be improved. The goal of this article is to understand how, in times of pandemic, the education and the narration of life articulate and remembered in and through human experiences. [ABSTRACT FROM AUTHOR]

This article addresses racism in the context of personality formation. The analysis of the content and form of a mini conference (held in 2017 at the Maria Matos Theater in Lisbon) will be based on three assumptions: racism exists; one is not born racist, and we must bet on an anti-racist education since childhood. The essay, which included the conference directed at children and the interview with one of the speakers, was based on literature on "race", racism, colonialism, and cultural diversity, especially in Portuguese and Brazilian contexts. This initiative has shed light on subalternizing social relations that inferiorize some individuals to the detriment of others, mainly due to its phenotype. The results indicate the pertinence of initiatives such as this, since they generate a potential for the formation of an anti-racist personality with a view to social equity and respect for differences (national, ethnic, phenotypic, and economic, among others). [ABSTRACT FROM AUTHOR]

The dossier proposes to intertwine the production of knowledge in education that involves analytical dimensions based on memories, subjectivities and dissonant identities. COVID 19 demanded other conceptions about individual and collective identities mediated by social, political and cultural mechanisms. The texts presented here bring together educational dialogues, objectified subjective trajectories, spaces of power, feminisms, memories and stories that make up the broad process of discursive practices about inclusion, empowerment and coping with situations of exclusion in the context of cultural diversities. We argue, in general, that subjectivities, as a way of self-annulment and/or self-knowledge, can be problematized, tensioned and neglected in different context of Education. In this sense, we bring together in this dossier research (essays as a form) that project dialogues about how identities and otherness are forged in practices from collective memories and subjectivities, which in the pandemic context, were also collective. [ABSTRACT FROM AUTHOR]

Este artigo propõe-se a discutir as memórias educativas em tempos pandêmicos a partir da análise de um fenômeno recente, a saber, o crescente controle algorítmico da docência e da educação. Em poucas palavras, a pandemia da Covid-19 serviu e tem servido ao propósito de produzir o alinhamento entre, por um lado, o chamado capitalismo atencional e sua produção e acúmulo permanente de estímulos e dados, e, por outro, o espaço institucional das práticas educativas, até então pensado em termos de relativa autonomia e autocentramento. Para defender o argumento, dividimos o artigo em dois momentos: primeiro, assinalamos o surgimento de uma desconfortável figura para o campo da educação, o duplo ou Doppelgänger educacional; a seguir, discutimos o laço, cada vez mais sólido, entre gestão algorítmica e educação. O que se busca demonstrar, em suma, é que a educação constitui um campo fértil para o acúmulo de dados e a produção de estímulos segundo as demandas do capitalismo hoje, e que a pandemia da Covid-19 serviu para acelerar um processo de aclimatação e controle do campo já antes em curso. [ABSTRACT FROM AUTHOR]

The study inquires how the concepts of gender and sexuality are translated into education projects aimed at young people. Two videos formed the documentary corpus of the investigation: Minha vida de João and Era uma vez outra Maria, both produced by Non-Governmental Organizations. We carried out works of video description, content analysis-as well as images-, and interviews with their producers. The results revealed that the materials act as a biopolitical device, since they establish a "politically correct" curriculum, presenting an ideal way of living sexuality in youth. We concluded that the videos are prescriptive and restrict a deeper reflection, limiting possibilities of change or rupture in relation to more traditional models of gender and sexuality. [ABSTRACT FROM AUTHOR]

The history of Brazilian educational policies aimed at indigenous populations is permeated by the classic sociological paradigm of tradition and modernity. That text presents a brief overview of indigenous educational policies, pointing out how traditional and modern models have affected their development. This study is theoretical in nature and, therefore, based on bibliographic and documentary research to question indigenous policies implemented in Brazil. The development of this, it presents the Brazilian educational policy for indigenous education within a historical context, using the concept of tradition and modernity. Analyzes aspects of traditional indigenous educational policy and the changes brought about by the socalled modernity who was definitively established in the indigenous educational debate after the 1988 Constitution. Finally, this makes considerations about some results of the policies adopted in the first decades of the 21st century. [ABSTRACT FROM AUTHOR]

The teacher's action is decisive for the educational work in childhood, therefore, this study aims to discuss the relationship between the teacher and the elaborated culture, as well as the influence of knowledge in the pedagogical relationship with children from 0 to 5 years old. The human development occurs through a cultural-historical process and the acquisition of knowledge occurs through the interaction of the subject with the environment and with others, reinforcing the need for teacher training as an element for the qualification of the educational work. The methodology used was bibliographic research based on Historical and Dialectical Materialism. The results indicate that Early Childhood Education as a space of systematized knowledge has the purpose of promoting the development of the child through proposals intentionally organized by the teacher. This research, therefore, corroborates the reiteration that teaching is the guiding axis for the development of the maximum human potentialities. [ABSTRACT FROM AUTHOR]

The article is the result of work carried out with the discipline of Education, human formation and praxis: implications of Historical-Cultural Theory and of Historical-Critical Pedagogy for School Education of the Graduate Program in Master of Education at the State University of Londrina (UEL). The objective was to present contributions of teaching practices in the school environment, with a view to human and social development from the work with Literary Reading. It was based on the problem: how Literary Reading can contribute to the teaching praxis and for the development and human emancipation of the student? It is a critical-dialectical approach with qualitative data treatment. Data generation consisted of conducting bibliographic research. As results and discussions, we understand that the teaching praxis, when intentionally planned, provides the development and human emancipation, because Literary Reading has contributions in relation to language, the criticality and conscience of the reader. [ABSTRACT FROM AUTHOR]

The discussions on teacher training and work have been expanded through the emergence of the Sars-Cov 2 virus, generator of the pandemic state of COVID-19, with the following questions: How is the training of Early Childhood Education teachers taking place in this pandemic context and how is it impacting the teaching performance? Thus, the general objective is to analyze the continuing education of teachers and its implications in Early Childhood Education. The present study was based on discussions and analyses that took place in the Discipline "Education, human formation and praxis: implications of Marxism, Historical-Cultural Theory and Historical-Critical Pedagogy for School Education" linked to the Post-Graduate Program in Education at the Londrina State University. The research is bibliographic with research and critical-dialectical analysis, with authors who deal with this perspective, which involves the Historical-Cultural Theory and the Historical-Critical Pedagogy, whose aim is to contribute in the new thinking the formation and action of the teacher of Early Childhood Education. [ABSTRACT FROM AUTHOR]

The main objective of this text is to analyze researches in the scope of education that deal with digital technologies from the Theory of Distributed Cognition and verify how these are presented in the literature. The specific objectives seek to: contextualize the concept of Distributed Cognition; identify research in the field of education that deal with digital technologies from the theory of distributed cognition and characterize whether the research found is theoretical or experimental in nature. This bibliographical study was carried out by searching for articles in the academic google database between the years of 2015 to 2021. Based on the findings, it is possible to affirm that there are few studies in the scope of the Distributed Cognition Theory and its interrelationship with digital technologies in education, thus developing for the need for more studies at other levels and modalities of education. It was observed that technologies assume the role of providing experiences to students. Thus, they contribute not only to carrying out activities, but to ways of thinking, creating, elaborating and actively participating in the process. [ABSTRACT FROM AUTHOR]

This text proposes a reflection on the impact of the pandemic triggered by the coronavirus in students' learning process, mainly in the public school system. The starting point is the analysis of data collected from the work carried out with students assisted by the Project called Believe, developed in a municipal school in Rondonópolis, Mato Grosso, before 2020. With the suspension of classroom lessons, students were abruptly removed from schools and began to depend on the infrastructure available in their homes. It is a fact that, the poorer the family, the more precarious the student's participation in emergency remote education has been. Furthermore, many parents and/or guardians do not have enough formal schooling or preparation to help students carry out the activities sent teachers. Thus, we seek to analyze the impacts of the pandemic and consider alternatives that provide learning opportunities for students in a vulnerable situation. [ABSTRACT FROM AUTHOR]

This article aims to understand how the development and learning process of written language by the child takes place based on the Historical-Cultural Theory. In order to achieve the objective, a bibliographical research with a qualitative approach was developed. Studies by Vygotsky (1995, 2001), Leontiev (1978, 2004), Luria (1998) served as a theoretical basis. From the analysis, it was possible to verify that the child forms all the higher psychic and symbolic functions necessary for learning to write through interaction with others, in the external and internal activities, to make this knowledge their own. It is concluded that it is through school education, especially due to its intentional systemic form that enables the evolution of man, as a result of the mastery over knowledge and, on the other hand, its reflection in the material world characterized by the collectivity, since, in addition to generating the evolution of man individually, education allows the restructuring of behavior in society. [ABSTRACT FROM AUTHOR]

This study aims to understand and deepen the reflection on the ethical dimension in teacher education and performance, emphasizing its importance for the development of a pedagogical praxis in favor of dialogical relationships. Faced with a pedagogical context marked by the conceptions present in contemporaneity that are guided by the condition that students are not seen as subjects of their own history and by the scientific development that privileges doing over thinking, we listed as main questions: what are the actions Could they help teachers to rethink their pedagogical practice, working so that human education becomes the essential aspect? Through a qualitative bibliographic research, based on authors such as Severino, A. J. (2011, 2010), Saviani (2015, 2016), Goergen (2011), Carvalho (2013, 2015, 2016), among others, we will seek to affirm the importance of alterity and presence in the relationship between teachers and students for a humanizing and emancipating education. We consider that every pedagogical action, from its origin and purposes, objectives and goals, has a close relationship with the Ethical Dimension and, therefore, they are ethical processes that, when carried out in the school institution, are committed to elevating the student from his condition as an individual in search of its humanization and emancipation. [ABSTRACT FROM AUTHOR]

This article is a reflection on as the historical-critical pedagogy presents itself as one of the alternatives for the development of human subjectivity. By using bibliographical research, anchored in the dialectical method, we hope to show how this perspective fundamentally aims at the emancipatory realization of human beings and the construction of his identity as a social-historical being. It is a study that is justified because of its academic, professional, personal and social relevance with regard to the growing need to revisit modern models and projects for the formation of human subjectivity, especially those that claims the status of emancipatory (eg.: the illuminist project of knowledge, based on scientism). We will analyze the scientific paradigm of Modernity and discuss the education crisis based on its purposes. Then, we will analyze to what extent the historical-critical perspective presents itself as an alternative for the realization of an authentically emancipatory education. [ABSTRACT FROM AUTHOR]

This chapter presents a conceptual discussion on the idea of humanization, having as theoretical support Paulo Freire's concept of emancipation and the concept of human development from historical-cultural psychology and historical-critical pedagogy. First, we approach the Freirean concept of emancipation, central to the liberation work proposed by this author's educational approach, and its incidence within educational practice. Then, we focus on the ideas of cultural-historical and critical-historical theories and, as presented by Lígia Martins (2016), realizing what approaches, in theories, to understand development according to the Marxist perspective of Vigotski and other related authors. It is concluded that all these theoretical approaches by Paulo Freire, the historical-cultural and historical-critical theorists contribute to the insertion of the subject in the emancipation process, understood as the development for maximum humanization of the individual within a society that supports existence in a collaborative and participatory way. [ABSTRACT FROM AUTHOR]

This article analyzes psychological suffering as a condition of the vital activity of individuals. It aims to understand its genesis in the educational activity. It is based on the idea that the psychological system is a synthesis of the biological systems of orientation that are incorporated by the educational system. This can be represented by the symbolic process of signification of social relations. We used the bibliographic method based on the Cultural-Historical Psychology and the theoretical conceptual analysis based on the historical and dialectical materialism. The results of the analysis led us to understand that the transition from the animal psychological system to the human social psychological system creates the contradictions that are the basis of psychological suffering. Suffering and illness are understood as forms of integration and disintegration of conscious activity. We understand that suffering is not encapsulated in the individual, but exists objectively in the material environment where vital activity takes place. We further understand that, since the psychological system is integrated into the social system, suffering and illness are socially referenced by the forms of social organization of the subjects' conscious activity. [ABSTRACT FROM AUTHOR]

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]

This essay aims to reflect on the contributions for education of the moral and socio-emotional competences in sensitive times, triggered in the context of the Covid-19 pandemic. Based on theoretical studies that support the emergence of moral and socioemotional competences, we propose connections that underpin the moral perspective of an educational praxis that offers possibilities to live and interact in school and in society, in an ethical and democratic way. We analyzed that the advent of the pandemic, with the sudden adaptation to the remote scenario, increased the sensitivity and, at the same time, caused an impact on the educational process, by excluding the possibilities of living with diversity, in interaction with others and in the experience of the public space. These experiences are fundamental aspects for the construction of values and the development of socio-emotional competences that are even more urgent nowadays. [ABSTRACT FROM AUTHOR]

This article aims to analyze and present the perception of teachers in the early years of a municipal education system about human rights education in the context of public school. The research was methodologically constructed based on the responses of the regent teachers of specific subjects to a questionnaire. It should be noted that the teachers act in the planning of classes, activities and in the proposition of pedagogical material related to the theme. The analysis of the results shows that approximately 70% of the teachers who answered the questionnaire perceived the existence of challenges to approach the theme in the context of public school education. It was also observed the consent of teachers about the relevance of education in human rights as a basis for new pedagogical practices that transform society. [ABSTRACT FROM AUTHOR]

The article presents spaces for dialogues and debates established around the theme of Youth and Adult Education (EJA) in the context of international and Brazilian events. The qualitative approach brings, as a basis for analysis, the preparatory and final documents of the International Conference on Adult Education (CONFINTEA) and the National Conference on Education (CONAE) that took place in Brazil in the first two decades of the 21st century. The results of the analysis present the focused claims for the education of young people and adults in a context in which the spaces for dialogues, debates and demands become important fields of struggle in the processes of participation and formulation of public policies of EJA. It is, therefore, crucial that the existence of these spaces move from the position of demanding the realization of the right to education to that of contributing to the planning, development and evaluation of EJA public policies. [ABSTRACT FROM AUTHOR]

The traditional Cabaçais Bands, also called Pífanos Bands, hegemonically constituted by men, are instrumental music groups which have existed in Brazilian Northeast since the colonial period. Linked to popular catholicism, they do not dispense opportunities to free their Brazilianness from capitalist dungeons, which, among other things, deny plurality, silence knowledge, do not recognize other educational practices and condemn to anonymity and forgetfulness everything which do not contemplates the standards imposed by the modernity project. Nowadays, however, these groups and their masters have received attention from urban musicians, academic researchers, and cultural managers, so that collective and individual musical new musical projects have emerged in all Brazilian states, having the Cabaçais Bands as a referencial of musical knowledge, practices and other ways of existing in a social reality. This qualitative research, therefore, highlights some musicians experinces to understand how they and other musicians learn, transmit and give new meaning to the cabaçal music bands. We hope the examples in evidence here, collected by whatsaap, inspire, and arouse interest of many other musicians in music bands focused here. [ABSTRACT FROM AUTHOR]

This paper, written from discussions and readings among the authors, members of the Education, Culture and Subjectivities research group (GPECS/CNPq/UFS), and developed through the Master's thesis of one of the authors, proposes a reflection on the aspects from the theory of Baruch de Spinoza to compose different ways of educating. The aim is to consider a curriculum that goes beyond traditional models, and that is committed to producing an education enhanced by happy affections. In this sense we ask: what can a curriculum do? To think about this question, we will use the systematized results of a survey of curricular experiments, carried out for almost three years, in a school located in the State of Sergipe. In addition to Spinoza, we will bring in the theoretical framework concepts by Gilles Deleuze and Félix Guattari and the idea of curricular nomadism by Sandra Mara Corazza. With this articulation, we seek to demonstrate some principles and practices that guides to a loving education, composed of happy affections, capable of increasing the power and intensity of thought and learning. [ABSTRACT FROM AUTHOR]