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As práticas pedagógicas centradas em videojogos têm vindo a tornar-se cada vez mais populares, dado oferecerem vantagens empiricamente validadas no que diz respeito ao envolvimento dos alunos, à sua motivação e sentido de agência. Estes construtos afetivos são agora reconhecidos como componentes-chave de uma aprendizagem eficaz e significativa, favorecendo o desenvolvimento de competências cognitivas de nível superior. Contudo, enquanto se atesta um número elevado de estudos sobre o uso de videojogos educativos nas áreas das Ciências, Tecnologia, Engenharia e Matemática (STEM), é necessário ainda explorar as potencialidades desses recursos nas disciplinas de Humanidades. Analogamente, devem ser empreendidos mais esforços no sentido da investigação e implementação de atividades que atribuam aos alunos, especialmente àqueles de níveis inferiores ao do Ensino Superior, o papel de designers de videojogos, aliado ao de jogadores. Desta feita, criam-se as condições para que os alunos construam material didático autêntico, sob a forma de experiências digitais imersivas, que apresentam tanto um valor educacional como de entretenimento. Assim, este artigo funciona como um Position Paper sobre a Aprendizagem Baseada em Jogos Digitais ou Digital Game-based learning (DGBL), descrevendo as vantagens afetivas de se jogar e criar videojogos educativos na sala de aula de Humanidades, enquanto reflete criticamente sobre possíveis obstáculos ao sucesso desta prática. O nosso objetivo é estudar como a tecnologia educativa e imersiva pode satisfazer as necessidades de aprendizagem da Geração Z, tendo em consideração os diferentes fatores contextuais que definem o seu perfil.

The São Paulo Network Program of Teacher Training (RedeFor) of the Secretary of Education of São Paulo State /Brazil, has proposed in partnership with the São Paulo State University, the continuing education for teachers of the State public school system, through specialization courses, about Inclusive and Special Education, in the distance learning modality. In order to meet an audience of 1.600 teachers, seven courses were implemented from 2014 to 2015, amongst which is the course of Special Education, with a total workload of 444 hours spread between activities in the Virtual Learning Environment of UNESP, internships, In-Person Meetings as well as preparation and presentation of scientific papers. After the completion of disciplines and In-Person Meetings, in 2015 were created 55 groups for the guidance of academic papers, where each supervisor had to perform the online pedagogical mediation of 10 to 20 course participants for the preparation of a scientific paper. It is intended to discuss in this article the aspects present in two scientific papers developed within the course, which addressed the discussion about the beginning teachers and curriculum for the development of Special Education within the Inclusive perspective. The results demonstrate that this specialization course brought important elements to the axis of participant's reflections, so that Special Education can really be strengthened in an inclusive perspective, in the public schools of São Paulo.

There was in Spain an inicial «army of teachers» freinetians, a group of snipers commited to the renovation of the system of education which was born and grew in the shade of the Republic. To this army belonged the teachers’ small squad of Extremadura, which took two schools of Las Hurdes as a surprising origin. From there it extended to Montijo -principal center of diffusion for the rest of the educational experiences in the region: Calamonte, Valencia de Alcantara, La Puebla del Maestre and, probably also, Arroyo del Puerco. Surprising is not only that the origin of such an educational innovation took place in a region like Las Hurdes, but also that it was proceeding almost at the same time as the huge movement in Catalonia and Aragon, and that it, most likely, was not affected by Almendros ́s influences. There are reasons to believe that the teacher Jose Vargas Gómez, the origin of everything, had early news from Freinet through the teachers from Torrijos and Camarena before arriving to Las Hurdes.

The São Paulo Network Program of Teacher Training (RedeFor) of the Secretary of Education of São Paulo State /Brazil, has proposed in partnership with the São Paulo State University, the continuing education for teachers of the State public school system, through specialization courses, about Inclusive and Special Education, in the distance learning modality. In order to meet an audience of 1.600 teachers, seven courses were implemented from 2014 to 2015, amongst which is the course of Special Education, with a total workload of 444 hours spread between activities in the Virtual Learning Environment of UNESP, internships, In-Person Meetings as well as preparation and presentation of scientific papers. After the completion of disciplines and In-Person Meetings, in 2015 were created 55 groups for the guidance of academic papers, where each supervisor had to perform the online pedagogical mediation of 10 to 20 course participants for the preparation of a scientific paper. It is intended to discuss in this article the aspects present in two scientific papers developed within the course, which addressed the discussion about the beginning teachers and curriculum for the development of Special Education within the Inclusive perspective. The results demonstrate that this specialization course brought important elements to the axis of participant's reflections, so that Special Education can really be strengthened in an inclusive perspective, in the public schools of São Paulo. O programa Rede São Paulo de Formação Docente (Redefor) da Secretaria de Educação do Estado de São Paulo/Brasil propôs, em parceria com a Universidade Estadual Paulista (UNESP), a formação continuada de professores da rede pública estadual de ensino, em cursos de especialização nas áreas da Educação Inclusiva e Especial, na modalidade a distância. Para atender a um público de 1.600 professores, foram executados de 2014 a 2015 sete cursos, entre os quais se encontra o curso de Educação Especial na Perspectiva da Educação Inclusiva, com carga horária total de 444 horas distribuídas entre atividades no Ambiente Virtual de Aprendizagem da UNESP, estágios, Encontros Presenciais, bem como elaboração e apresentação de Trabalhos Acadêmicos (TA). Após a finalização das disciplinas e Encontros Presenciais, em 2015 foram criadas 55 turmas para orientação dos TA, em que cada orientador deveria realizar a mediação pedagógica on-line de 10 a 20 cursistas para a elaboração de um artigo científico. Pretende-se neste artigo discutir sobre os aspectos presentes em dois artigos científicos desenvolvidos no âmbito do curso, que abordaram a discussão sobre professores iniciantes e currículo para o desenvolvimento da Educação Especial na perspectiva Inclusiva. Os resultados demonstram que o curso de especialização trouxe para o eixo de reflexão dos cursistas elementos importantes para que a Educação Especial possa realmente se fortalecer em uma perspectiva inclusiva, nas escolas públicas do Estado de São Paulo.

Early childhood education corresponds to the first stage of the basic education system, whose purpose permeates the integral development of the child, which requires, among other things, the establishment of a broader and more effective academic debate about this stage. Thus, this study emerges with the objective of mapping the Course Completion Papers (TCCs) of the Federal University of Tocantins (UFT) that addressed this theme in the scope of their work. For this, a documentary research was carried out, analyzing the TCCs elaborated by the graduates of the courses offered by the campus of Tocantinópolis. The results indicate that in a universe of 159 papers available in the institution's Repository, only 12 addressed aspects related to Early Childhood Education, including from normative aspects to the pedagogical challenges of daily day care centers and preschools. It is concluded that the academic interest of these graduates is still configured from an incipient character, requiring a greater incentive on the part of the respective courses.

The aim of the paper is to reveal the challenges of implementation of inclusive education in typical rural schools of Ukraine. The authors performed empirical research to identify attitudes of rural school teachers towards inclusive education as well as their understanding of existing barriers and priorities to improve the quality of educational services for students with special educational needs (SEN). To achieve the aim of the research, the following methods have been used: reviewing of psychological and pedagogical literature, questionnaire surveys, quantitative and qualitative analysis of the obtained data. The outlined problem has been theoretically analyzed and the peculiarities and difficulties of teaching students with special educational needs in rural areas have been substantiated. The paper describes survey responses of teachers involved in the inclusive process in rural schools. 192 representatives of different age categories and regions of Ukraine participated in this empirical study. The paper explores questions of effective management of rural schools, professional cooperation in a team of psychological and pedagogical support of students with special educational needs, promotion of inclusive practices via information and communication technologies (ICT) and STEAM-laboratories, cooperation within local communities, introduction of universal design for learning and others. Prospects for the development of rural inclusive schools in current conditions of digitalization of education also have been identified.

This paper discusses the senses and meanings attributed to physical culture, its conceptions, functions, and role within nineteenth-century Brazil’s educational system. By focusing on diverse kinds of schools as spaces of reference for children and adolescents and the efforts to shape their bodies, this work analyzes the importance of youth for national projects and how educators tried to represent young ideal bodies in school curricula as they made the transition from infancy to adulthood. It also shows how the body is a complex web of ideas and representations, a territory fought over within state institutional spaces. By understanding the “new behaviors” that the modern state wished to promote, the present paper focuses on how physical education shaped health and hygiene conditions through bodily exercises and the pivotal role played by schools within the strategy to transform young students into healthy, strong, disciplined citizens ready to serve the nation.

Based on data generated for an ethnographic research carried out in 2018 - which aimed at comprehending how literacy practices developed in Portuguese lessons delivered to senioryear students of a public high school dialogue with literacy practices in which such students participate outside school -, this paper proposes to present and discuss the concept of “culturally hybrid zones”. The proposal discusses Erickson’s concepts of “cultural borders” and “cultural boundaries” and is grounded on Bakhtin’s notion of textual “hybridization” as well as on Bhabha’s understanding of “cultural hybridity”. In order to achieve the goal, this paper analyzes reading and writing activities taught in the classroom that was observed, and literacy practices produced by students outside school. The outcomes show educational practices more and less responsive to the students’ linguistic culture. The conclusions point out the possibility and the urgent need of establishing critical dialogues between linguistic knowledge that is traditionally taught in school and the knowledge that is built/utilized by students in other social instances

The Chilean educational system, which is considered an emblem of neoliberal public policies, was subjected to a profound legal refom in 2014. The moderate left-wing government passed the «Ley de Inclusión» bill, which seeked avoiding the selection of students, the charging of copay upon families in publicly financed schools, and ending the possibility that private schools, which received public financing, could seek profit. During the discussion of this bill, a set of educative, political and social actors articulated and mobilized looking to stop this. The purpose of this paper is to identify and describe the argumentative twists present in the discursive community that opposed the «Ley de Inclusión» bill. The corpus used consists of 139 opinion columns, published in «El Mercurio» and «La Tercera», the two main political media papers between March of 2014 and January of 2015. From an analysis ot these argumentative twists, a discursive coalition was built. The beliefs and representations of the educational community condense on: the need for a gradualist and evidence-based public policy; the free choice of schools as the dominant rationality and tool in the educational quasi-market; and the defense of private education as a means to ensure the existence of differentiated and plural educational offers in the educational system.

This paper aims to investigate how the teaching of Mathematics has been presented in studies that involve educational practices corresponding to the countryside’s reality, through a systematic mapping of dissertations and theses published in the last 10 years on CAPES and BDTD platforms, following Petersen et al. (2008) search procedures. Thus, the researchers were selected, classified and categorized, presenting as main points: (i) technological resources used during application of activities with students; (ii) teachers’ approach to the countryside’s reality; (iii) rural students’ integral formation; and (iv) informal and formal knowledge integration, according to researches that highlight the teaching of Mathematics for the rural reality. Finally, this paper describes how the analyzed publications consider the students’ reality, and focuses on the research results, covering the use of different methodologies, the teachers’ approach to that reality, and the use of digital technological resources as a way to expand the possibilities of integration between cultural and mathematical knowledge by rural students.

This paper results from the research of the (im)possibilities of the rural school regarding the promotion of the agricultural familiar succession in the City of Barra Bonita (SC/Brazil). The research sought to understand if the public policies related to rural education promote the permanence/succession of the young people in the country properties. It is a qualitative research of bibliographical character, assuming a dialectic and critical orientation. The paper is organized in two parts: the first one focuses on the conceptual notion of rural education, approaching the agricultural school and the public policies directed to this context. The second one reflects on the (im)possibilities of the rural school regarding its contributions to the familiar permanence/succession. It is anticipated that the public policies and the actions directed to the young people in the field are fragile when it comes to promoting the succession and the permanence of these young adults in the country properties from the city of Barra Bonita (SC). In addition, the paper highlights the necessity of creating public policies for young people that are coherent with the Brazilian diversity, in a way that they can provide incentive, human development and generation of income for the ones who want to live in the country.

The purpose of this paper is to emphasize the importance of «inculturation» in the religious images drawn by Monica Liu (Ho-Pei), a unique artist who promoted Religious Art and Education in Taiwan. Monica Liu adopted Western Christianity into Chinese art to create paintings that reflect her love for nature as well as Our Lady who is deeply venerated in the Catholic Church and regarded as the mother of humanity. This paper is a qualitative research based on an interview conducted with Huang Wan-Yun, a protégée of Monica Liu who had a very close relationship with the latter during the last ten years of her life. This research is also based on some writings that Monica left behind and several articles written about her by acquaintances. The culture and faith expressed by Monica Liu through Our Lady’s images help us to deeply understand the value and relationship between religious art and faith. In addressing the needs of the secular world, religious art has encountered difficulties in terms of contemporary aesthetics. Monica’s distinct aesthetic considered «moral virtues» important to modern or contemporary art and their absence could result in distorted values. Therefore, true mission work in the field of religious art has to be close to everyone’s heart, as well as emphasize the importance of inculturation through natural representations and create awareness of taboo in art, which involves «additional and supplementary» elements in original artworks.

This paper offers a historical and genetic answer of the educational supervision in Spain, from its origins in the 19th century to the present. The school supervision, necessary function and essential organism of a contemporary educational system, can only be explained from the socioeducational context it serves, from the great laws of education that define the educational policy of a country, to its concretion in the school culture of a educational establishment. At the same time, this paper think over historically on the construction of the profession of supervisor, from its training, the associative articulation, the link to the scientific production in pedagogy or sciences of education, publications and magazines of their associations or the body of supervisors. Finally, some of the challenges facing school inspection at the beginning of the 21st century are presented.

The impact of higher education institutions on society has become the focus of significant policy attention in recent years, most prominently as part of research evaluation. This paper presents a theoretical exploration of the notion, identifying the key dimensions as source, form, trajectory, intensity, timescale and destination. While acknowledging the importance of porosity between universities and society, and the need to address critical contemporary challenges, five dangers of the impact agenda are highlighted: the normative dimension; the linear relationship; unpredictability; measurement; and instrumentalization. As a response to dominant conceptualizations, the paper proposes the notion of the generative intrinsic as a more robust basis on which to base the work of universities. O impacto das instituições de ensino superior na sociedade tem se tornado o foco de atenção política significativa nos últimos anos, mais proeminentemente como parte da avaliação da pesquisa. Este artigo apresenta uma exploração teórica da categoria noção, identificando as dimensões-chave como fonte, forma, trajetória, intensidade, escala de tempo e destino. Embora reconhecendo a importância da porosidade entre as universidades e a sociedade, e a necessidade de abordar desafios contemporâneos críticos, cinco perigos da agenda de impacto são destacados: a dimensão normativa; o relacionamento linear; imprevisibilidade; medição; e instrumentalização. Como resposta às conceituações dominantes, o artigo propõe a noção do intrínseco generativo como uma base mais robusta sobre a qual basear o trabalho das universidades.

This paper explores my on-going collaborative research journey that began in 2009 with a critical ethnographic investigation into the ways one early years school in Bristol was working to advance a pedagogy of respect that drew on the multilingual and multiliterate out of school practices of children and their parents in order to open possibilities for in-school learning. The project was framed within a critical ethnographic approach that is underpinned by a philosophy of democratic and collaborative ways of working within the field; acknowledging identities, positionalities and relations of power as constructed within and across institutional settings. In this paper, I present the collaborative learning trajectories and relationships between myself, as researcher, and Lara, the Head Teacher, a key participant within this project. I situate this within a critical reading of researcher identities, collaboration and research-community partnerships within a scholarship that draws on arguments for the democratizing of knowledge production, the re-evaluation and transformation of field relationships through reflexive practice (Byrd-Clark & Dervin, 2014; Facer & Enright, 2016; Giampapa, 2011) and the intellectual and emotional commitment involved in shaping them. What evolved through this unfinished critical ethnographic journey is an understanding of the underlying «practical, personal and symbolic» reasons (Facer & Enright, 2016, p. 59) for field relationships as a starting point in order to build deeper forms of engagement. These deeper forms of engagement generate different ways of knowing that are co-created, ethically grounded, socially responsible and action oriented (Campbell & Lassiter, 2010). I stress the transformative power of these field conversations that were able to evolve and shape new ways of understanding as a result of the longevity of being in the field and working beyond it.

This paper reports on the experience of monitoring the process of architecture and consolidation of the Avnei platform (Virtual Environment of an Educational and Interactive Nature) as a strategy for materializing the curriculum and dynamic monitoring in the management of municipal education systems proposed by the PRISME/TO Program. The production of data for the socialization of this investigation took place through the instruments of bibliographical review and documentary survey. The results point to the successful use of Digital Information and Communication Technologies (DICT) as a promising way to access, disseminate and repository information, as well as an educational space conducive to collective and interactive learning about teaching/education systems.

The object of study of this text is the Parecer 14/22, an assent issued by the National Council of Education that establishes guidelines for the implementation of blended learning in Brazilian Higher Education. The research aimed to verify the notion of hybrid teaching proposed implicitly by the opinion, to make explicit its social, cultural, and ideological connections and predict the impacts of this alignment on pedagogical work. Through a critical document analysis supported by critical discourse analysis procedures, it questions the notion of blended learning built into the document, revealing its links to the flexible accumulation’s educational discourse. The paper points out elements in the textual construction and shows that the flexibility of teaching spaces and times operated by digital information and communication technologies mediation, as proposed in the document, would favor the implementation of a pedagogy of competencies aligned with hegemonic ideological perspectives. It also evidences that the articulation between these factors would lead to the impairment and precariousness of teacher training, impacting the guarantee of the right to education and perpetuating inequality and exclusion of the working class. Thus, the text concludes that there is an urgent need for education workers to lead the debate on the use of contemporary technologies in teaching, considering work as an educational principle and maintaining the centrality of the proposals in the teacher-student pedagogical relationship.

The article presents studies that discuss the relationship between the teaching work of preschool teachers and their health. Research was carried out in three different places: from 2010 to 2017 in the databases of the Scientific Electronic Library Online (SciELO Brazil), from 2000 to 2017 in the Portal da Associação Nacional de Pós-graduação e Pesquisa em Educação - ANPEd (Portal of the National Association of Postgraduate and Research in Education) and from 2000 to 2017 at the Banco de Teses da Capes/MEC- Coordenação de Aperfeiçoamento de Pessoal de Nível Superior/Ministério da Educação (Capes Bank of Theses/MEC - Coordination of Improvement of Higher Personnel Education / Ministry of Education). In the "article search" field, we used the descriptors (isolated and associated): "illness", "teacher" and "early childhood education", and later added "sickness". Search was carried out in "general" and "summary" fields. Among these papers, theses and dissertations were found 17 papers that analysed the relationship between the sickness of the preschool teachers and their work, it was shown that this relatively new group of teachers who are still constructing their professional identity, is still poorly studied although it presents itself as a risk group for illness, so more studies are needed to identify problems and seek solutions. O artigo apresenta estudos que abordam a relação do trabalho docente das professoras de educação infantil com a sua saúde. Pesquisou-se nas bases – Scientific Electronic Library Online (SciELO Brasil) o período de 2010 até 2017, no Portal da Associação Nacional de Pós-graduação e Pesquisa em Educação (ANPEd) o período de 2000 a 2017 e no Banco de Teses da Capes/MEC – Coordenação de Aperfeiçoamento de Pessoal de Nível Superior/Ministério da Educação (de 2000 a 2017). No campo “pesquisa de artigos”, utilizamos os descritores (isolados e associados): “doença”, “professora” e “educação infantil”, posteriormente acrescentou-se “adoecimento”. Pesquisou-se nos campos em “geral” e “resumo”. Entre artigos, teses e dissertações encontrou-se 17 trabalhos que analisavam a relação do adoecimento das professoras de educação infantil com seu trabalho. Constatou-se que esse grupo de professoras, por ser relativamente novo e por estar em construção a sua identidade profissional, ainda é pouco estudado, embora apresente-se como grupo de risco para adoecimento, portanto mais estudos são necessários para identificar problemas e buscar soluções. El artículo presenta estudios que abordan la relación del trabajo docente de las profesoras de educación infantil con su salud. La investigación se realizó en el portal de la Asociación Nacional de Postgrado e Investigación en Educación (ANPEd), en el período de 2000 a 2017 y en el Banco de Tesis de la Capes/MEC – Coordinación de Perfeccionamiento de Personal de Nivel Superior/Ministerio de Educación (de 2000 a 2017). En el campo "investigación de artículos", utilizamos los descriptores (aislados y asociados): "enfermedad", "profesora" y "educación infantil", posteriormente se añadió “enfermarse”. Se ha investigado en los campos en "general" y "resumen". Entre los artículos, tesis y disertaciones se encontraron 17 trabajos que analizaban la relación de la enfermedad de las profesoras de educación infantil con su trabajo, se constató que ese grupo de profesoras por ser un grupo relativamente nuevo, por estar en construcción de su identidad profesional, todavía es poco estudiado, aunque se presenta como grupo de riesgo para enfermarse, por lo que más estudios son necesarios para identificar problemas y buscar soluciones.

This paper is a review of Guillermo Castán’s novel El orden de las cosas [The Order of Things], which narrates the repressive regime that prevailed in Piarists› classrooms and in other institutional spheres under Franco’s Dictatorship in Spain. The paper intends to offer: 1) an assessment of the novel’s literary qualities, and 2) a favorable view of the novel’s sociological value as a tool to better understand, through its burlesque approach, the Spanish education system, particularly in some Catholic religious schools, in the 1950s and 1960s.

This paper aims to analyze the recent tendencies when choosing the school principals considering that since the approval of the Federal Constitution (Brazil) there is the directioning of policies to adopt the democratic management, however, it is possible to note that a lot of school principals still take the charge by means of political indications. This paper will try to answer the following central question: how the process of choosing the school principals is made after adopting the Articulated Actions Plan (PAR)? The methodology used was the documental study of the guidance manuals of the PAR, and of the diagnosis of 10 (ten) cities in the states of Rio Grande do Norte and Pará. 39 (thirty-nine) semi-structured interviews in Pará and 24 (twenty-four) in Rio Grande do Norte, with persons that participated in the PAR’s elaboration on the investigated cities, were also performed. It was possible to conclude that the patrimonial logic still finds breeding ground on the management of schools, and that the absence of legislation to define the principal’s profile and rules to perform direct elections, or of concrete actions to direct the democratization of the school management, allows that the principle of democratic management to be defined only on the constitutional text. On the other hand, the PAR does not contribute for the democratization process, evidence of which being that there is no election with wide participation of the school community to choose the principals in most of the cities investigated, still predominating the political indications to this day. Esse texto tem por objetivo analisar as tendências recentes na escolha de dirigente escolar, considerando que desde a aprovação da Constituição Federal (Brasil) há o direcionamento das políticas para a adoção da gestão democrática, entretanto, ainda hoje é observado que muitos diretores escolares assumem o cargo por meio de indicações políticas. Nesse artigo, busca-se responder a seguinte questão central: como é efetivado o processo de escolha de dirigentes escolares após a adoção do Plano de Ações Articuladas (PAR)? Utilizou-se como metodologia o estudo documental dos manuais orientadores do PAR, e diagnósticos de 10 (dez) municípios localizados nos estados do Rio Grande do Norte e Pará. Também foram realizadas 39 entrevistas semiestruturadas no Pará e 24 no RN com sujeitos que participaram da elaboração do PAR nos municípios investigados. Concluímos que a lógica patrimonial ainda encontra terreno fértil na gestão das escolas, e que a falta de legislação que defina o perfl do diretor e regras para a realização de eleições diretas, ou de ações concretas que direcionem a democratização da gestão escolar, possibilita que o princípio da gestão democrática esteja definido apenas no texto constitucional. Por outro lado, o PAR não contribuiu para o processo de democratização, haja vista que até hoje na maioria dos municípios investigados não há eleição para escolha de dirigentes com ampla participação da comunidade escolar predominando ainda as indicações políticas.

This paper is a research paper which analyzed the Articulated Action Plan (PAR) of Natal’s city, capital of the Rio Grande do Norte State, Brazil, in the period from 2007 to 2011. It aims to understand if the formulation and implementation of the PAR, in this city, was based on intergovernmental relations and federative coordination. The research technical procedure was constituted by documental analysis and a semi-structured interview. It is concluded that the PAR contributed to the exercise of a more articulated planning between the federated entities and so that the Union could initiate the coordination federative process in the education area through the Ideb regulation, seeking to meet the needs of Cities and States based on the volunteer transfers, thus promoting, even though embryonically, the intergovernmental relations in the Brazilian Federation. O presente artigo é um recorte de pesquisa que analisou o Plano de Ações Articuladas (PAR) do Município de Natal, capital do Estado do Rio Grande do Norte, Brasil, no período de 2007 a 2011. Tem por objetivo compreender se a formulação e a implementação do PAR,nesse Município, foram pautadas por relações intergovernamentais e pela coordenação federativa. Os procedimentos técnicos da pesquisa foram constituídos de análise documental e de entrevista semiestruturada.Conclui-se que o PAR contribuiu para o exercício de um planejamento mais articulado entre os entes federados e para que a União iniciasse o processo de coordenação federativa na área da educação mediante regulação pelo Ideb (Índice de Desenvolvimento da Educação Básica), buscando atender às necessidades dos Municípios e Estados com base nas transferências voluntárias, impulsionando, assim, mesmo que embrionariamente, as relações intergovernamentais na federação brasileira.

This paper aims at analyzing the cultural influence exerted by pedagogical conceptions from Western Europe over Russia and Brazil in the second half of the 19th century. This analysis was based on the novel Notes from the Underground by Dostoevsky, and the short stories O Espelho and Verba Testamentária which are included in the short stories collection called Papeis Avulsos, by Machado de Assis. These literary works, in which the subject of this paper is portrayed, were contextualized and analyzed in relation to other historical sources. It was concluded that the Western European cultural influence, specifically in its educational aspect, was a requirement for Russia and Brazil in the 19th century, aiming at overcoming their backwardness in relation to the developments of the central capitalist countries. However, the influx of these conceptions also promoted a series of distortions, such as the development of an inferiority complex, moral degradation and a strong desire for overcoming the European models with the goal of affirming their original national identities. Este artigo tem por objetivo analisar a influência cultural exercida por concepções pedagógicas oriundas da Europa ocidental sobre a Rússia e o Brasil na segunda metade do século XIX. Esta análise foi realizada tendo como base a novela Memórias do Subsolo de Dostoiévski e os contos O Espelho e Verba Testamentária, que fazem parte da coletânea de contos intitulada Papéis Avulsos, de Machado de Assis. Estas obras literárias, nas quais a problemática deste artigo é representada, foram contextualizadas e analisadas em relação a outras fontes históricas. Concluiu-se que a in?uência cultural europeia ocidental, especificamente de caráter educacional, era uma necessidade para a Rússia e para o Brasil no século XIX com vistas à superação de seu atraso em relação aos desenvolvimentos dos países centrais do capitalismo. No entanto, o in?uxo destas concepções também proporcionou o surgimento de uma série de distorções, como o desenvolvimento de um complexo de inferioridade, degradação moral e um forte desejo de superação dos modelos europeus com o objetivo de afirmação de uma identidade nacional original.

Parent engagement programs are in high demand these days, particularly as they pertain to immigrant and refugee families. But working with families entails purposeful communication with families (Valdés, 1996). Yet, often families are caught in cross-cultural divides that forces them out of engagement with those running the program (Machado-Casas, 2012). Cultural disconnections often times become ways in which minority families find themselves trapped (Nieto & Bode, 2011). Some researchers have looked at non-traditional pedagogical spaces to challenge future and practicing educators and community members to examine how the process of normalization privileges dominant groups while simultaneously oppressing ‘others’ (Cary, 2006). When this happens the process of «pimping families» through discourses that «talk» at them rather than to/for them lead to furthering hegemonic practices often aimed at minority families. Through interviews with families, and educators, this paper will highlight the «cultural confessions» of educators, and families who utilize non-traditional spaces to expose how prejudice and privilege have influenced their perceptions of «legitimate knowledge», legitimate spaces, and legitimate cross-cultural communication. This paper will present data obtained form Communities United for Education (CUPE) a family involvement and education program that nurtures a strong sense of community among students, teachers, and families. The program focuses in the empowering of families through developing support, leadership, advocacy, and activism, in addition to working with parents on bridging the digital divide among family members. Data presented will expose how families have educators have experienced and dealt with cross-cultural communication issues.

This paper deals with an experience on the trajectory of Community Education located in Chinantec communities in the State of Oaxaca. Chinantec teachers have given themselves the historical task of building educational projects from the community, actions that have allowed them to unravel the routes to decolonize education. The symmetrical interaction between the school and the communities has been strengthened through years of work. These school forms and practices also consider their own topics that allow making vindicating processes of community dynamics and structures, such as rural community knowledge and knowledges that are generated on a daily basis, communality is pointed out as a practical-explanatory horizon that helps to articulate community knowledge and knowledges in school practices, then other educational experiences from a conception of collective learning -by understanding-. "Communalizing education", among others, is a principle of the pedagogical movement that guides the educational work among the Chinantecos as community subjects. We have to mention that the pedagogical accompaniment and the link with the political movement of teachers has brought us closer to important data and testimonies from the observation involved and interviews for the elaboration of this localized educational experience.

This paper presents a theoretical and practical discussion of the critical epistemological nature of physics - its history, nature and practice - under the bias of colonialism, from which the possible contributions of the teaching of this discipline in the context of the Rural Education are presented. The paper is divided into three parts: in the first is did the critique of the physics, its history, epistemology and teaching, which exposes traces of a counter-history of science and also the differentiation between formal logic and dialectical logic grounded on the Brazilian philosopher Álvaro Vieira Pinto, then the linguistic and reproductive nature of the teaching of Physics is highlighted. In the second part, it is thought that physics in the Rural Education its possible contributions in a teaching centered on the development of attitudinal practices, as well as in the need to integrate physics with other disciplines. Finally, a methodological approach applied to two under graduating classes of the Rural Education course - Natural Sciences is presented in a summarizing way.

Attempting to explore and push the margins of philosophy of education, this article describes Virginia Woolf’s The Waves and its characters, staying inside the and observing the education of their consciousness. The description offered is limited to educational reflections on what happens, avoiding normative questions and concerns. However, the conclusion hints towards ways in which philosophers of education who are interested in normative questions and concerns might approach this text in ways which this article does not. The expressions used in this paper – dispositions, consciousness, unconscious– are gestural and figurative rather than exhaustive and scientific. The argument is not concerned with what these words mean in general but rather with what they might mean and might elucidate for educational thought in the context of reading The Waves. This article rejects the need to do something un-literary by comprehensively elucidating key concepts, saying why they are important, relating them to everyday life, and defending claims like «dispositions are in-educable». The educational resonances of the text itself are presented as evidence, context, and point of interest. Implicit to the argument of this paper is a critique of limited and institutionally biased conceptions of experience as education.

University education has adapted to the prevailing circumstances and that it is even proving to be an essential resource in the optimization of the reality. Otherwise, the university is a very important part of the social system in which it is, and the training of excellent professionals is a cardinal issue for the proper functioning of such a system. Yes it is, today various professional profiles, classics and currents, are demanded to be formed in the classrooms of our universities. However, that is not all, and depending on how you look at it, is not even the most important. However, at the same time and internationally speaking, we have also witnessed the emergence of concerns about the nature of this education, above all in relation to the personal, ethical, and civic development of today’s student populace. It is logical to think, that is not enough to train excellent professionals, indeed, reality shows that this is not enough when personal and ethical training is insufficient or does not live up to the current circumstance. The aim of this paper is to focus on this aspect, and in doing so it revisits a past in which essential philosophical ideas were being formulated, ideas which this paper argues are highly pertinent to the current reality.

The paper shows an academic debate model as a cooperative learning technique for teaching human resources at University. The general objective of this paper is to conclude if academic debate can be included in the category of cooperative learning. The Specific objective it is presenting a model to implement this technique. Thus the first part of the paper shows the concept of cooperative learning and its main characteristics. The second part presents the debate model believed to be labelled as cooperative learning. Last part concludes with the characteristics of the model that match different aspects or not of the cooperative learning.

The article discusses the temporality in the school, starting from the theory of social acceleration of Harmut Rosa and the concepts of technical acceleration, rhythms of life and social change, analyzing also papers that discuss, in different ways and from different theoretical perspectives, the times in the school. The analises exposes that the theme are articulated in a wide conceptual range, emphasizing discussions about the qualification of school time as Chronos or Kairos, analysis of the rhythms and temporal connections in the classroom and the necessary articulations between past, present and future in education. Next, the paper proposes an extension of the perspective of criticism of education from the temporality in the school confronting the analyzes found in the articles with the critical categories of Harmut Rosa. The results, both theoretical and essayistic, highlight the heuristic potential of the acceleration theory for the understanding of the uses of time in school. In addition, criticism highlights the risks of didatization and the adoption of new information and communication technologies and the pertinence of the temporal dimension for the critical understanding of the decline of the ideal of formation in the pedagogical field. O artigo discute a temporalidade na escola, partindo da apresentação da teoria da aceleração social de Harmut Rosa a partir de seus conceitos de aceleração técnica, dos ritmos de vida e da mudança social, analisando posteriormente publicações recentes que discutem, de diferentes formas e a partir de perspectivas teóricas distintas, os tempos na escola. A exposição esclarece que as análises sobre esse tema se articulam em um amplo leque conceitual, destacando-se discussões sobre a qualificação do tempo escolar como Chrónos ou Kairós, análises dos ritmos e encadeamentos temporais na sala de aula e as necessárias articulações entre passado, presente e futuro na educação. A seguir o texto propõe uma ampliação da perspectiva de crítica da educação a partir da temporalidade na escola confrontando as análises encontradas nos artigos com as categorias críticas de Harmut Rosa. Os resultados da análise, de natureza teórica e ensaística, destacam o potencial heurístico da teoria da aceleração para a compreensão dos usos do tempo na escola. Além disso, a crítica ressalta os riscos da didatização e da adoção de novas tecnologias de informação e comunicação e a pertinência da dimensão temporal para a compreensão crítica do declínio do ideal de formação no campo pedagógico.

The purpose of this paper is the recent process of youth politicization of the self-convened children (LPA) in a rural territory within the framework of the socio-environmental struggle. Specifically, the department of San Carlos in the province of Mendoza (in the Uco Valley) where almost two decades of struggle and resistance against polluting mega-mining have been taking place there, using Provincial Law 7722 as a legal shield. The law, threatened since its enactment, brings together the great Assembly for Pure Water (AMPAP) supported by various social organizations "united for water". We will deal with LPA as an autonomous group and generator of claims that come to renew the field of socio-environmental activism, specifically feminism and a new debate on natural commons. This is an exploratory work, carried out in a pandemic, with a qualitative design, which is part of youth studies, also rural and with contributions from political ecology. We will analyze central aspects of the politicization process, mainly its deployment until its advance in the local government of San Carlos with the achievement of the creation of an Environmental Observatory in 2021, a pioneering experience in Mendoza.

This paper aims to analyze how food, agriculture and food production themes are treated, in the sense of producing a reflection about food security and agroecology in the following official documents that conduct the curriculum of basic teaching in schools in the state of Rio Grande do Sul/Brazil: National Common Curricular Base (BNCC) and Gaucho Curriculum Reference (RCG) and Gaucho Curricular Reference High School (RCGEM). This analysis also seeks to reflect on experiences reported by teachers in Natural Sciences disciplines on a High School from a rural school context, in line with the guidelines of School's Political Administrative Pedagogical Project (PPAP), with a view to point out convergences, possibilities and difficulties for the insertion of the topics under study. Methodologically, a documental analysis of the school’s BNCC, RCG and RCGEM and PPAP was carried out. It also includes data obtained by interviews with teachers, data that was analyzed by Discursive Textual Analysis, from which emerged the following categories: identity with rural life and school, pedagogical experiences developed, systematized knowledge involved and concerns and insecurities. Among the results, the convergence between the skills proposed in the official documents, the school's conceptions and the experiences already developed by the teachers point out the pertinence of pedagogical work based on the proposed theme.

In 2008, the National Policy for Special Education in the Perspective of Inclusive Education has, through its guidelines, the proposal of the Specialized Educational Service, whose task was to identify, prepare, organize learning resources and accessibility, eliminating the barriers to the full participation of students towards their specific needs; should complement and / or supplement the training of students, and the activities performed by this service can not replace the school. Thus, this study had as a goal to achieve a mapping of the studies presented at the Brazilian Congress of Special Education in the years of 2012 and 2014 involved the themes of Teachers’ Formation and Educational Policies related to Specialized Educational Service. A search in the Congress annals with the words “Specialized Educational Service” in the title, abstract or keywords was done. Thus, in 2012 were found 11 works about Teachers’ Formation + Specialized Educational Service and 5 papers about Educational Policies + Specialized Educational Service. In the year of 2014, there were 8 papers about Teachers’ Formation + Specialized Educational Service, and only 3 works about Educational Policies + Specialized Educational Service. After the analysis of the selected works, the mains results found in the studies point out, in their majority, to the necessity of bigger investments in the basic academic background as well as in the continuous academic background. No ano de 2008, a Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva apresenta, por meio de suas diretrizes, a proposta do Atendimento Educacional Especializado (AEE), cabendo a este identificar, elaborar, organizar os recursos pedagógicos e de acessibilidade, eliminando assim, as barreiras para a plena participação dos alunos tendo em vista suas necessidades específicas; deverá complementar e/ou suplementar a formação dos alunos, e as atividades realizadas mediante este atendimento não poderão substituir a escolarização. Desse modo, este estudo teve como objetivo realizar um levantamento dos trabalhos apresentados no Congresso Brasileiro de Educação Especial (CBEE) nos anos de 2012 e 2014 que envolvessem as temáticas sobre Formação de Professores e Políticas Educacionais vinculadas ao Atendimento Educacional Especializado. Buscou-se nos anais do Congresso trabalhos que apresentavam as palavras “Atendimento Educacional Especializado”, podendo estar inseridas no título, resumo ou palavras-chave. Sendo assim, no ano de 2012 foram encontrados 11 trabalhos sobre Formação de Professores + AEE e 5 trabalhos sobre Políticas Educacionais + AEE. Já no ano de 2014, havia 8 trabalhos sobre Formação de Professores + AEE, e apenas 3 trabalhos sobre Políticas Educacionais + AEE. Após a análise dos trabalhos selecionados, os principais resultados apontam, em sua maioria, para a necessidade de maiores investimentos na formação básica do professor bem como em sua formação continuada.

In this paper, we aim to analyze learning contexts propitiated by a university-school collaboration project, which can benefit and enhance the reflection on knowledge built from training and teaching activities, composed of undergraduates and mathematics teachers. To develop the research, it was chosen a collaborative space called Curricular Activity of Integration between Education, Research and Extension (ACIEPE) offered by Federal University of São Carlos (UFSCar), Brazil. 11 students from this ACIEPE have participated in the research, five were undergraduate students in education, two in mathematics, three teachers of early years of Sorocaba Municipal schools and one mathematics teacher of Sorocaba state school. The data production was based on field observations, audio recordings and interviews performed with the study participants. The paper’s theoretical foundation are the studies of Day, Foerste and Hargreaves on collaborative groups, which made it possible to identify that these spaces contribute to the teacher training process, since it promotes group discussions, personal reflection, appropriation and development of critical elements, thus enabling the constitution of the participants’ teaching identity participants. In addition, it facilitated to give more attention to working conditions and learning opportunities in the workplace - the school - and in the training space - the university. Neste artigo, temos o objetivo de analisar contextos de aprendizagem propiciados por um projeto de colaboração universidade-escola, que podem favorecer e potencializar a reflexão sobre conhecimentos construídos a partir da formação e da ação docente, compostos por graduandos e professores que ensinam Matemática. Para a realização da pesquisa, foi escolhido o espaço colaborativo denominado Atividade Curricular de Integração Ensino, Pesquisa e Extensão (ACIEPE) oferecida pela Universidade Federal de São Carlos (UFSCar), Brasil. Participaram da pesquisa 11 estudantes da referida ACIEPE, dentre os quais cinco eram licenciandas de Pedagogia, dois licenciandos de Matemática, três professoras dos anos iniciais da rede pública Municipal de Sorocaba e uma professora de Matemática da rede pública Estadual de Sorocaba. A produção dos dados foi baseada nas observações de campo, gravações em áudio e entrevistas realizadas com os participantes do estudo. O artigo tem como fundamentação teórica os estudos de Day, Foerste e Hargreaves sobre grupos colaborativos, os quais possibilitaram identificar que esses espaços contribuem para o processo formativo docente a partir das discussões coletivas, reflexão pessoal, apropriações e desenvolvimento de elementos críticos, possibilitando, assim, a constituição da identidade docente dos participantes. Além disso, propiciou dar maior atenção às condições de trabalho e às oportunidades de aprendizagem no local de trabalho ? a escola ? e no local de formação ? a universidade.

The paper will describe the development of universities in Latvia from 1950’s to nowadays. The higher education system experienced changes along with the political transformations of the country. Latvia was incorporated in the Soviet Union in 1940, regained its independence in 1991 and joined EU in 2004. Since 2012 Latvia is a fully fledged participant of the European Higher Education Area. The paper will describe the transformations of universities in Latvia from the perspective of a cultural learning theory and transfer of knowledge defined by Gita Steiner-Khamsi. It will provide the reference to an external education model, its modification and metamorphosis into a local educational model. Latvia as a small country and relatively new culture had found itself in the situation to learn from the cultural experiences of countries that have longer experience of democracy and had to overtake the ideas of the education systems from other countries and adopt them to the local needs.

Currently English universities are responding to a recent government Green Paper which promises to deliver a raft of radical policy changes which could have a major impact on how excellence in teaching and learning is to be publicly acknowledged and rewarded. A significant, yet controversial proposal is the introduction of a «Teaching Excellence Framework» for universities. This paper examines and contextualises the current important policy debates and then presents some preliminary findings from a recent empirical case study which explored how research-intensive universities have valued, rewarded and supported excellence in teaching through institutional structures and also from the perspectives of academic staff responsible for teaching students. We argue that the reality on the ground for many academics is a sense of confusion and contraction around how their universities value and support high quality teaching and that there may be some way to go before some of the ideas and principles currently being discussed in the context of a national English Teaching Excellence Framework are fully embedded in practice.

Globally competent people have the knowledge, skills, and dispositions to understand and to find lasting solutions to global issues and problems using multiples perspectives. They understand interdependence and interconnectedness of the global systems, cultures and communicate effectively with different people around the world. The purpose of this paper is to discuss how an international online learning experience enhances our awareness of different perspectives and cultural diversity, the challenges facing humanity and the world, and our role as globally competent citizens. In particular, this paper discusses the design and implementation of an international online learning experience to promote global learning between two higher education students in the United States and Mexico. The paper uses global competency as the pedagogical framework for teaching and promoting global learning within the context of global competency.

There is a general consensus on the need for agroecological scaling up as an alternative to the crisis generated by the unsustainability of the industrial agriculture model and even more so in the current context of a health pandemic. However, the transition from conventional to agroecological production is a theoretical, methodological and practical challenge, since it implies generating lasting changes in the thoughts, feelings and actions of human beings. In this paper we explore how the breeding of native bees favors the learning of agroecology in Nicaragua. The breeding of native bees is an ancestral practice in Nicaragua, however, it is at risk due to landscape degradation and cultural changes. Through participatory action-research in the department of Carazo, we document how the demands of meliponiculture become motivating elements for advancing agroecological principles. Learning to raise native stingless bees is a slow, daily, active process that changes individuals and the landscape. This work identifies the way in which an element of the territory itself becomes a device that favors agroecological change, in correspondence with local knowledge, spirituality and culture.

This paper discuss the Landless Workers Movement (MST), and the constitution of the identity of these subjects belonging to the movement, seeking to envision the social movement as a formative principle. Through a bibliographic survey, it was discussed how social movements are constituted in a conjuncture of dispute, being essentially, political-social processes. We emphasize that the MST is born from concrete struggles, from subjects who, by living in their skin, rebelled against the processes of exclusion, engendered by the neoliberal capitalist model. Through the struggle for land and its dynamics of organization and initiatives, based on collectivity and belonging to the social movement, the MST presents the possibility of building a new popular development project for the country. The formation of landless subjects takes place in the experiences within the movement, which gives them a greater meaning than the individual, and inserts them into a common perspective of life, and thus, talking about an educational project from/to the countryside, it means thinking about the subjects who fight and work on the land, and see their life and work in it. The formation in this context is a human doing, which builds and is built in a movement, of social struggle.

The training of rural extension agents is key to address effectively the challenges of practice. In general, the academic literature on extension training presents proposals from the perspective of researchers and specialists. In this paper, the proposals and recommendations of rural extension agents from six Latin American countries to strengthen their knowledge and training are systematized and analyzed. We interviewed 133 extension agents, 47 women and 86 men. The results allowed us to identify different facilitators of the training of extensionists, as well as recommendations at the individual, group and institutional levels, and for the formal educational system. The recommendations of the interviewees show the need to think about the training of extension agents beyond the design of training plans, and the importance of generating environments that facilitate learning, selecting and retaining trained personnel, carrying out initial induction actions, institutionalizing mentoring, facilitating peer exchange meetings, design long-term training plans, and identifying future knowledge needs. In summary, the evidence shows that it is necessary that extension institutions design comprehensive training strategies that consider the diversity of sources of knowledge and learning.

The paper presents a reflection on the relationship between Rural Extension and Formative Practices in Schools developed during the dialogical process with the community and through a curriculum component of the diverse area, aiming to think about the making of Life Projects of rural youths. Using a bibliographical methodology, it revisits the timeline and the concepts of Agricultural Extension, weaving a dialogue between the objectives and aims of this service in the current scenario, putting into perspective the relationship established with the school. It presents a formative experience proposed in the Elementary School Curriculum in a school in Rio Grande do Sul, Brazil, from 2002 onwards, through a subject called Local Development, which represents a community move to stimulate the permanence in the countryside and to strengthen the development of agricultural activities. It highlights the importance of an educational practice founded on the dialogue and on interdisciplinary work, anchored the in the possible relationships to be stablished between Agricultural Extension and the school. It also verifies that such educational opportunities mobilize the Life Project, giving meaning to the young population of the countryside, to its own development and to its location.

Brazil stands out at the global level for having implemented several policies intending to promote agroecology as a productive paradigm for small-holder farmers. However, the impacts of this process of institutionalization of agroecology still lack research and debates that evaluate the effectiveness of these policies. In this paper, we assess and discuss the impacts of a policy specifically focused on education in agroecology, the support to the establishment of Centers for the Study of Agroecology and Organic Production (NEAs) in higher education institutions throughout Brazil. NEAs bring together teachers, researchers, and students who engage in teaching, research, and extension activities in partnerships with peasant farmers, their organizations, and rural extension workers. The hypothesis that guides our analysis is that this support to establish NEAs allowed redistribution of symbolic power in the universities where they were established, supporting agroecology to gain greater legitimacy inside and outside the university field. Based on an in-depth study of four NEAs, the NEAs are evaluated from the perspective of social fields in dispute. Our findings suggest that the State support to university groups dedicated to the promotion of agroecology has allowed the construction of what we have named agroecological spaces, which symbolically dispute the dominant paradigms in educational institutions, supporting the constitution of agroecological territories.

This text reports the experience of teacher training in higher education carried out by the Master’s Program in Teaching of the Department of Pedagogy at Univates, Brazil, along the first semester of 2014. The authors consider art as an important intercessor to think about curriculum and discourses in education and teaching. The art that has been blended with the contents studied in disciplines such as Curriculum Studies and Differences and Multiplicities is the art experienced by Nietzsche, art that is immanent to life and committed neither to beauty nor to ugliness, neither to methods nor to techniques. An art that favors sensitive encounters and potentializes life. In the first section, we present the focus of this paper, i.e. two trainings that have Pedagogy as a course, and art as an intercessor. The understanding of art by authors from the field of Philosophy of Difference is developed in the second section. The third section of this paper is divided into two parts, and presents experimentations performed in each one of the curriculum trainings. Este texto relata a experiência do estágio de docência no Ensino Superior do Mestrado em Ensino do Centro Universitário UNIVATES, Brasil, que ocorreu no primeiro semestre de 2014 no curso de Pedagogia da instituição. As autoras aproximam-se da arte como importante intercessora, provocando movimentos para pensar o currículo e os discursos em educação e ensino. A arte que se misturou aos conteúdos de estudo das disciplinas Estudos do Currículo e Diferenças e Multiplicidades é aquela vivida por Nietzsche, uma arte imanente à vida, que não possui compromissos com o belo e o feio, com métodos e técnicas; uma arte que promove encontros sensíveis e potencializa a vida. Na primeira seção, apresenta-se a matéria que movimenta este artigo: dois estágios que possuem em comum um curso – o de Pedagogia – e um intercessor – a arte. A compreensão de arte operada pelos autores que percorrem o território da Filosofia da Diferença é desenvolvida na segunda seção. O terceiro momento deste artigo divide-se em duas partes, pois apresenta as experimentações desenvolvidas em cada um dos estágios curriculares.