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Este texto apresenta reflexões sobre as narrativas científicas veiculadas nos resumos socializados no GT 20 – Psicologia da Educação das cinco últimas reuniões da Associação Nacional de Pós-Graduação e Pesquisa em Educação – ANPEd Centro-Oeste. Orienta-se pelo diálogo com a Teoria das representações sociais, destacando a relação dos processos comunicacionais e os themata de base como modos de se pensar a circulação e a produção do pensamento social. O eixo interpretativo privilegiou a antinomia individual-coletivo e seu potencial gerador de ambientes de pensamento no âmbito da psicologia escolar e educacional. A metodologia consistiu na análise de conteúdo de 75 títulos, seguido da análise lexical dos 45 resumos das comunicações orais, com apoio do software Iramuteq. As narrativas científicas difundidas ancoraram-se na perspectiva psicossocial, orientada pela oposição dialética do thema individual-coletivo. Destacaram-se os debates propostos pelas Teoria histórico-cultural, Teoria das representações sociais e Teoria crítica, em diálogo com a sociologia, a antropologia e a filosofia. Observou-se a interdependência entre diferentes instâncias da realidade, privilegiando investigações sobre cultura, ideologia e produção de subjetividades; aprendizagens e práticas pedagógicas; formação de professores, condições concretas de trabalho e adoecimento docente e processos comunicacionais e significações por diferentes atores sociais envolvidos na cena educacional. Além disso, foram identificados outros lócus de pesquisa, como a família, o hospital, a cidade e as mídias sociais

Paulo Freire is the most cited author in bibliographic references of papers in the Brazilian area of Science Education destined for teacher training. However, analytical-contextual knowledge on this is lacking and still requires further investigation. For example, what would be the profile of the citations? In which types of citations does Freire appear? For what purpose? Why? To answer most of these questions, this study aims to analyze Paulo Freire citations in papers from the Brazilian area of Science Education. We carried out a Bibliometric survey where we analyzed citations. We researched five journals: Ciência & Educação, Ensaio Pesquisa em Educação em Ciências, Investigações em Ensino de Ciências, Revista Brasileira de Pesquisa em Educação em Ciências, and Alexandria: Revista de Educação em Ciência e Tecnologia. If Freire's ideas have been challenged within the restricted environment of a few political parties in Brazil, in the area of scientific knowledge there was an opposite effect: in research on teacher training in the Brazilian area of Science Education, Paulo Freire's theoretical and methodological contributions prevailed quantitatively and qualitatively in citations characterized as organic, conceptual, evolutionary and confirmatory.

ABSTRACT Objective: To report the process of organization and construction of an information technology structure named Nursing Activities Score (NAS) Cloud Technology®. Method: This project was based on the life cycle theory and has enabled the development of technological production through software engineering. Results: The NAS Cloud Technology® was developed for remote and collaborative access on a website hosted by Google Sites® and protected in a business environment by the certified security and data protection devices Health Insurance Portability and Accountability Act (HIPPA). In 2015, this system received more than 10.000 submissions/month, totaling 12 care units for critical patients covered by the information technology structure, circa 200 nurses per day involved in the collection and hundreds of daily submissions, integrating the complete transition from paper to cloud. Conclusion: The development of NAS Cloud Technology® system has enabled the use of technology as a facilitating means for the use of Nursing care data, providing tools for decision-making on the nursing personnel sizing required for the care demands in the inpatient care units. The potential of cloud structures stands out due to their possibility of innovation, as well as low-cost access and high replicability of the information system.

El Espacio Europeo de Educación Superior (EEES) promueve la aplicación de nuevas técnicas docentes para lograr una interacción significativa alumno- docente, corrigiendo problemas de aprendizaje oportuna y eficazmente. Este trabajo analiza la técnica one minute paper en estudios de grado universitario, y sus implicaciones sobre el rendimiento académico. Frente a un enfoque predominantemente teórico de trabajos previos, se aporta evidencia empírica con una amplia muestra de alumnos, constituyendo una experiencia docente extrapolable a otros centros educativos. En general, se obtuvo una alta participación en la técnica y existió una importante interacción en el aula. Además, la tasa de éxito en el examen fue superior entre aquellos alumnos que participaron mayoritariamente en los one minute papers, frente a aquellos que fueron evaluados solo con dicho examen. En conclusión, la aplicación de nuevas técnicas docentes contribuye positivamente al aprendizaje, mejorando el rendimiento académico y potenciando una mayor interacción profesor-alumno.

This paper aimed to carry out an analysis of Joule’s original texts, written in the middle of the XIX century, trying to understand how the changes in heat concept occurred throughout his work. To support the theoretical analysis, a literature review was made with texts about the Science history and the study of alternative conceptions about heat. Guided by this literature review, the Discursive Textual Analysis was used as the methodology to examine which factors influenced Joule in changing his conception of the nature of heat. Joule initially accept the caloric theory and, instigated by internal aspects of his research and work by other researchers such as: Rumford, Davy and Herapath, he begins to understand the heat as a state of motion of the particles. We believe this work has the potential to serve as a subsidy for the teaching of Physics, where the study of Joule’s work can contribute so that there is a reframing of the heat concept for the students.

This paper presents a multi-user mobile learning system—specifically designed to enhance collaborative language learning through mobile devices. The system delivers an app version of a paper-based learning task, called Terminkalender, which has successfully been used for several years with students from an A1-level German language course (CEFR). The learning task requires students to interact with each other via text messages in order to jointly plan different activities and record them in an appointment calendar. While the paper-based version already had a great potential for engaging students to interact in the target language, the app not only facilitates students’ interaction, but also allows teachers to easily trace back and analyse learners’ interaction. To this end, specific software implementing several features was developed: a web-based platform for system administration, an in-app text chat function, real-time feedback on learner performance as well as a log function for storage and assessment of learners’ interaction. The experiment sheds some light on the potential of the designed system for analysing learners’ behaviour and interaction patterns as well as assessing different indicators with regard to the student use and competencies in the target language.

This research seeks to provide a general overview of educational research in Latin America based on the study of articles published in Latin American impact journals and written by authors of the Region. Specifically, the 1,086 articles on empirical research in education written by Latin American authors and published in journals published in Latin America and indexed in jcr (isi Web of Science), Scopus or scielo, during the years 2014, 2015 and 2016 are reviewed. Four elements are reviewed: the authorship of the articles, the subject of study, the level of education addressed and the research methodology used. The results indicate that three countries (Brazil, Mexico and Chile) concentrate 75% of the papers, 59.1% of the authors are women and 53% of the papers are signed by three or more people. Among the most studied topics include Learning and school performance, Teachers and Teaching strategies, curriculum and teaching practices. Higher Education is clearly the most studied, with 43.1% of the papers. And, finally, there is no priority methodological approach, with practically half of qualitative articles, the other half quantitative. With all this information, it is possible to conclude some elements that translate into the need for greater support for research, a rethinking of topics and levels of study and a boost to collaborative research.

O texto apresenta resultados da pesquisa que teve como objetivo geral analisar o processo de releitura de portfólios com vistas à construção do Trabalho de Conclusão de Curso (TCC) de Pedagogia. Participaram da investigação seis professores-alunos egressos e uma professora-mediadora do curso de Pedagogia para professores em exercício no início de escolarização (PIE). O curso foi oferecido pela Faculdade de Educação da UNB em convênio com a Secretaria de Estado de Educação do Distrito Federal. Analisam-se os procedimentos utilizados por professores-alunos egressos para a releitura de portfólios e os procedimentos adotados pela professora-mediadora para a orientação desse processo, assim como as dificuldades e contribuições oferecidas por esta releitura para a construção do TCC. Observou-se que o processo de releitura abriu espaço para o desenvolvimento metacognitivo: reconsideraram-se as práticas avaliativas; criaram-se espaços de diferenciação pedagógica; a reflexão foi enfatizada.This article presents the results of a research that analyzed the process of analyzing portfolios in a different way to construct the Pedagogy Course Final Paper. Six newly graduated student-teachers and teacher-mediator perceptions are discussed. The course was offered by the Education College at the University of Brasilia and the local Educational Bureau to in-service teachers who worked in public elementary schools with grades one to four. The article analyses the procedures used by the student-teachers to analyze portfolios and the procedures used by the teacher-mediator to guide them in this process; as well as the difficulties and contributions that were observed. It could be observed that the process made room for the development of metacognition: assessment practices were reconsidered; opportunities for pedagogical differentiation were created; reflection was emphasized.

This paper approaches issues about stages of mental development based on the work of Daniil El’konin and the theoretical methodological foundations of historical cultural psychology in L. S. Vygotsky and A. N. Leont’ev. It is analyzed the mental development as part of the development of personality in the context of childhood school education from the perspective of historical critical pedagogy of Dermeval Saviani.

O artigo analisa a produção acadêmica publicada nas principais plataformas brasileiras de divulgação cientifica acerca da avaliação na Educação Infantil. O estudo utilizou como aporte metodológico a Analise de Conteúdo de Laurence Bardin, tendo como recorte temporal o período de 1996 até 2015. Os dados foram classificados em quatro categorias de analise, que sugerem uma producao acadêmica sobre a avaliação na Educação Infantil ainda escassa, todavia em ascensão, com predominância de producao na área de Educação. Outro ponto tratado no estudo refere-se aos múltiplos focos acerca da temática avaliação e Educação Infantil. Os estudos baseiam-se tanto em aspectos do microcontexto, como o registro e a documentação pedagógica, passando pelo uso de escalas e testes padronizados que objetivam avaliar o desenvolvimento da criança em aspectos de macrocontexto, como nas avaliações da qualidade do ambiente, das instituições e dos sistemas de ensino. Por fim, o artigo destaca ainda que essa temática requer uma ampla discussão a fim de construir uma melhor compreensão dos sujeitos que por ela são influenciados (professoras, crianças, famílias e equipes gestoras). Palavras-chave: Analise de conteúdo. Avaliação. Educação infantil.

ABSTRACT Objective: To present some criteria, many of which were created in the form of a checklist of items to be considered throughout the review process. Furthermore, we present a study whose main objective was to build (and validate) a review instrument by specialists that is clear, comprehensive, concise and consistent with the highest standards of excellence. Method: We use a survey to collect data (123 answers). To analyze the open answers we use the technique of content analysis through the Qualitative Data Analysis Software. Results: Besides the creation of new criteria with a focus on methodological dimensions based on 12 items, the involvement of the Ibero-American Congress on Qualitative Research scientific committee in the validation of this instrument. Conclusion: This option, in line with the others described, will allow to implement improvements to the editions of the events using the Qualitative Research Evaluation Tool in 2018.

The environmental problems constitute a topic of very current investigation, guided to the generation of educational processes that facilitate the taking of the world population's conscience and, in a particular way, of the decisores that act in the diverse spheres of the social chore, for the care and protection of the atmosphere. This paper aims to reveal the essentials that distinguish the formation of value environmental responsibility and the role the same in achieving sustainable local development; all of which serve as a basis to substantiate the need for an educative approach that reinforces this value to decisores and municipal managers.

O objetivo deste artigo é propor a redução da distância entre a teoria e a prática das relações internacionais no ensino de Análise de Política Externa a partir da produção de relatórios de opções políticas e de planejamentos para a negociação internacional pelos alunos. E o argumento central revela que a realização de tais tarefas práticas permite a aproximação dos alunos à realidade dos atores envolvidos na formulação da política externa. Além de aplicarem o instrumental teórico para um entendimento mais preciso dos temas nessa subárea, os alunos vivenciam situações de barganha desenvolvidas pelas abordagens estudadas e são estimulados a desenvolver estratégias a fim de responder aos principais desafios políticos propostos. Assim, eles podem aprender novas formas de pensamento sobre as relações internacionais, potencializar a habilidade de avaliar idéias divergentes, aplicar diferentes perspectivas analíticas para questões políticas concretas e refinar a capacidade de persuasão

We present here an analysis of papers on teacher education published in journals of the science teaching area in Brazil, covering the period of 1979 to 2007. The following journals taken part of this analysis: Revista Brasileira de Ensino de Física, Caderno Brasileiro de Ensino de Física, Ciência & Educação, Investigações em Ensino de Ciências, Ensaio: pesquisa em educação em ciências, Revista Brasileira de Pesquisa em Educação em Ciências. In order to develop this research we took the textual analysis as a general methodology for collecting and analyzing data. For the systematization of information were highlighted words and phrases of the title, keywords and the summary presented in the papers. Systematized information shows that this theme has always been one of the focuses of research journals. The analysis undertaken allowed the delimitation of a corpus which is the starting point for a more extensive and detailed research on the field. As a first result we found 112 words, summarized in 6 categories (action, attributes, constitution, identity, profession and knowledge) which allowed a broad characterization of the science teacher’s education field in Brazil.

Este artigo apresenta os percursos teórico-metodológicos e os resultados de um estudo sobre a avaliação de impacto do Programa Primeira Escola da Rede Municipal de Ensino de Belo Horizonte sobre as famílias das crianças que se encontravam matriculadas na Unidade Municipal de Educação Infantil - UMEI - Carlos Prates - Danielle Mitterrand, no ano de 2004. A pesquisa buscou dados sobre a situação das crianças e suas famílias no ano de 2004, quando a UMEI foi inaugurada, e em 2008, quando foi realizado o trabalho de campo. Os dados empíricos possibilitaram avaliar o impacto da UMEI na renda e no orçamento familiar, nos hábitos de higiene, na saúde e no desenvolvimento cognitivo das crianças.Este artículo presenta la trayectoria teórico-metodológica y los resultados del estudio respecto a la evaluación del impacto del Programa Primera Escuela de la Red Municipal de Enseñanza de Belo Horizonte hacia las familias de los niños que estabam matriculados en la Unidad Municipal de Educación Infantil - UMEI - Carlos prates - Danielle Miterrand, en el año 2004. La investigación buscó datos sobre la situación de los niños y sus famílias en el año 2004, cuando se puso en funcionamiento la UMEI y, también, 2008, cuando fue realizada la investigación de campo. Los datos empíricos posibilitaron que se evaluara el impacto de la UMEI en la renta y en el presupuesto familiar, en los hábitos de higiene, en la salud y en el desarrollo cognitivo de los niños.This paper presents the theoretical-methodological paths and results of the study on assessment of the impact of the First School Program of Belo Horizonte's Municipal Education Network over the families of children that were enrolled in the Unidade Municipal de Educação Infantil [Municipal Unit of Early Childhood Education] - UMEI - Carlos Prates - Danielle Mitterrand in 2004. The survey collected data on the situation of children and their families in 2004, when UMEI was inaugurated, and in 2008, when the fieldwork was carried out. The empirical data made it possible to assess the impact of UMEI in the children's family income and budget, hygiene habits, health, and cognitive development.

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.

Buscando publicações sobre educação profissional em enfermagem constatou-se que pouco se escreve a respeito. Considerando que a força de trabalho na enfermagem é constituída por profissionais de nível médio e a competência de sua formação é do enfermeiro, optou-se por levantar e caracterizar as publicações relacionadas ao ensino médio de enfermagem no Brasil. Os resultados mostraram a concentração das publicações na região sudeste, sendo os autores, enfermeiros atuantes em instituição de ensino. Os conteúdos abordaram temas emergentes do período relacionadas à qualificação pessoal, suas implicações educacionais, legais e políticas e sobre o processo ensino aprendizagem.On reviewing the Brazilian literature between 1988-1998 about the professional education of auxiliares de enfermagem and técnicos de enfermagem, professionals that develop activities similar to those carried out by nursing aides and practical nurses, it was observed that not much is available. Considering that the workforce related to those two groups is made up of professionals whose educational level is that of high school, and that nurses are responsible for their education, we decided to review and analyze the literature related to the education of those professionals in Brazil. Findings show that papers are published mainly in the southeastern part of the country. Most authors are professionals working in educational institutions. The papers addressed issues related to personal qualification, its implications on educational, legal, and political aspects, and its impact on the teaching-learning process.

Este artigo apresenta uma pesquisa sobre as representações que os professores do Ensino Fundamental dos Colégios de Aplicação da UFRJ e da UERJ constroem sobre a escola pública democrática. O objetivo geral foi o de apreender a dinâmica de construção das representações de uma escola democrática, procurando verificar suas motivações históricas e ideológicas e as mudanças que sofreram ao longo do tempo; os valores, as normas, as atitudes, os símbolos e as resistências docentes ao processo de democratização das práticas pedagógicas contemporâneas. As representações docentes sobre a escola democrática articulam-se ao projeto de educação que está em curso nos CAps ou foi implantado em outra conjuntura histórica, projeto esse que assume o referencial de escola pública, democrática e de qualidade. No cruzamento dos discursos surgiram as categorias norteadoras para análise dos dados: alteridade, poder e resistência. Concluiu-se que a educação democratizante não pode basear-se em qualquer noção a-histórica e transcendente de verdade ou autoridade. Foram encontradas representações que conservam a função original seletiva e elitista dos CAps; representações que defendem uma formação diferenciada de acordo com a proveniência de classe social do estudante que ingressa no CAp e, finalmente, representações que reforçam a possibilidade de implantação de um projeto educacional que avance na direção do reconhecimento do aluno das classes populares e de sua integração na vida escolar.Este artículo presenta una investigación a cerca de las representaciones que los profesores de la enseñanza básica de los Colegios de Aplicação da Universidade Federal do Rio de Janeiro - UFRJ y Universidade Estadural do Rio de Janeiro - UERJ construyeran sobre la escuela pública democrática. El objetivo general es el de aprender la dinamita de construcción de las representaciones a cerca de una escuela democrática, buscando verificar sus motivaciones históricas e ideológicas y los cambios que han sufrido a lo largo del tiempo, además de los valores, las reglas, las actitudes, los símbolos y las resistencias de los docentes frente al proceso de democratización de las prácticas pedagógicas contemporáneas. Las representaciones de los docentes sobre la escuela democrática se relacionan al proyecto educativo que se encuentra en curso en los CAps , los cuales se han desarrollado en otra coyuntura histórica,. Este proyecto se asume como una referencia de escuela pública democrática y de buena calidad académica. En el cruce de estos discursos, surgieron las categorías que son el eje al análisis de los datos: alteridad, poder y resistencia. Entonces se llegó a la conclusión de que la educación democratizadora no puede basarse en cualquier noción a-histórica y transcendente a cerca de la verdad o la autoridad. Fueron encontradas representaciones que conservan la función original, selectiva y elitista de los CAps; representaciones que defienden una formación diferenciada en acuerdo con el origen de la clase social del estudiante que ingresa a los CAPs y, finalmente, representaciones que fortalecen la posibilidad de implantación de un proyecto educativo que camine hacia el reconocimiento del alumno de los sectores populares y su integración en la vida de la escuela.This article has the intention of study in the social representations that the teachers of the Lower School of the Colégio de Aplicação build over the democratic public school having as its research field the Colégio de Aplicação of the Federal University of Rio de Janeiro and the Colégio de Aplicação of the State University of Rio de Janeiro. The main objective of the present study was to capture the dynamics of the representation construction of a democratic school, and at the same time to search for its historical and ideological motivations and the changes it suffered along the time; and also to understand the values, the rules, the behavior, the symbols and the resistances of the lower school teachers towards the democratization process of the contemporary pedagogical practices. The lower school teachers representations about the democratic school follow the present education project that is being developed at the CAps or the one that has been already applied in another historical moment. This project in itself becomes the reference of the public, democratic and the quality school. In the crossing of the speeches were born the analytical categories: alterity, power and resistance. It was concluded that the democratic education could not be based on any notion of non-history and transcendental truth or authority. The school democracy is a tension process born by the power relationship within the institution. Among the investigated group, were encountered representations that maintain the CAps' original selective and elitization function, and therefore reinforce the social exclusion; Other representations defend a differentiated formation in line with the CAp student original social class and a third group that reinforces the possibility of the implementation of an educational project that advances in the direction of the introduction and recognition of the lower class students into the school activities and daily life.

Strict sense mastership courses in Brazil can be academic or professional, being the latter ones representative of a type focused on the training of professionals. Previous recent articles sought to evaluate the importance of this modality in comparison with academic courses; however, they have not advanced in the discussion on the term papers of professional mastership courses. For this, a guideline was developed, supported by experiential learning theory, applied to students entering the professional master's degree, between 2014 and 2015, from School of Economics, Business and Accounting of the University of São Paulo FEA-USP. The current research, motivated by the perceived need to have a different logic for the preparation of the term paper at professional masters, sought to investigate whether students in their projects are using this guideline. The research took place in two distinct phases: the first aimed to develop the guidelines to be tested and in the second was carried out a documentary research with 37 students’ projects, being these documents analyzed using content analysis. We concluded that the guideline was partially used by students, lacking evolution when concerning the inclusion of creativity, the observation of experiences and the relationship between theory and practice.

This paper describes a reading activity developed with chemistry students. The main aim was to analyse the reflections produced after reading three articles about experimentation. This study was performed with 17 chemistry students from a federal university. The reading strategy involved writing productions. Questions and the pair of questions and answers elaborated from articles were analysed, as well as the contribution of the socialization of knowledge by means of discussions and a debate. These strategies were important to uphold more extensive reflections and to generate new senses from reading. It is pertinent to point the pedagogical importance of a last writing stage that consists in (re)creating texts from reading.

A inserção da pesquisa na prática docente assume cada vez maior importância e complexidade no campo da educação. Um aspecto envolvido na questão e pouco investigado é a formação dos professores para o desenvolvimento de pesquisas articuladas à sua prática. Nesse contexto, apresentamos uma proposta de formação para a pesquisa desenvolvida em um curso a distância de especialização em Ensino de Ciências envolvendo a elaboração, aplicação e análise de sequências didáticas: o Estudo Dirigido de Iniciação ao Trabalho de Conclusão de Curso (EDITCC). O objetivo do trabalho é apresentar a proposta formativa, produzida a partir dos resultados de pesquisa recolhidos da literatura da área, e investigar sua aplicação e seus resultados na formação continuada de professores de Ciências. Por meio de dados extraídos da produção de cursistas e tutores, percebemos que o EDITCC teve boa aceitação, foi positivamente avaliado pelos professores, além de ter promovido um maior entendimento sobre pesquisa.

Resumo: Este trabalho realiza uma leitura sobre as identidades de gênero nos livros didáticos de Ciências, da primeira fase do ensino fundamental, discutindo as invenções identitárias apresentadas. Analisa a divisão do mundo do homem e do mundo da mulher, buscando demonstrar como os discursos dessas obras reafirmam a matriz bipolar "masculino" e "feminino" nas relações de gênero. Descreve e problematiza o funcionamento das mensagens subliminares que procuram produzir identidades distintas entre homens e mulheres por meio de uma sexualização dos espaços doméstico e do mercado de trabalho. Em geral, os livros didáticos reproduzem uma separação espacial que captura homens e mulheres em territórios opostos, disponibilizando uma hierarquia sócio-econômica entre eles.

This paper aims to develop an economic approach that enables electricity generation companies to analyze and quantify the economic gains of complicated activities particularly the safety of hydroelectric dams. The method is based on calculating the costs avoided due to the implementation of safety mechanism. The specification of this method is founded on a solid literature regarding the economic assessment of the monetary value of complicated services. The results of this paper highlight the importance and the significant influence of safety activities in reducing costs, reaching approximately 26 million Euros. The results also shed light on the importance of the safety device to fight fatal accidents and ensure public security.

This paper explores established models of the consumer decision-making process, originated from the 1960s, and assesses the viewpoints of Nicosia, Howard and Sheth, Engel, Kollat and Blackwell, and Fishbein and Ajzen's theories of reasoned and planned behavior. Subsequently, it demonstrates their significance and linkages with current marketing practices, encompassing the effects associated with digitalization and the augmentation of consumer requirements. Finally, the paper puts forth a theoretical model for the decision-making process. These models provide diverse perspectives on how consumer attitudes, purchasing decisions, and interactions with marketing stimuli are formed. However, it is emphasized that these models must continually evolve to remain relevant in an ever-changing environment, as they are critical in comprehending consumer behavior and developing marketing strategies.

This paper conducts a comprehensive review of various estimates for natural gas demand responses. We consider a stream of empirical studies that have been conducted after 1950. The purpose of this paper is to provide the full image, synthesize and analyze the published studies in this field from the first experimental study to the beginning of 2019. In this study, we discuss the methods and techniques used, the application area, the variables, and data sources and data size. Most studies have investigated price and income elasticities; many fewer have focused upon demographic variables. This work will be of significant importance for future researchers aiming to analyze the demand for natural gas.

ABSTRACT: This bibliographical review presents a set of research about motherhood as a constructed social practice, the deterministic discourse of biology, and how it emerges in the training of biologists and teachers. The focus is on the Brazilian academic productions about this subject and its related aspects. About the methodological approach, the papers were raised from CAPES Portal in searches directed by descriptors previously defined. A set of 23 papers were found, and their analysis resulted in 3 thematic categories: 1. What is a mother?; 2. Breastfeeding; 3. What is a woman? - the biological discourse on stage. The results demonstrate the scarce discussion on specific topics. In general terms, discourses that speak directly about biological characteristics in women corroborate with the social place intended for them, over time, gave way to other sexist discourses, however masking under scientific neutrality. Within the production of scientific knowledge, it is evident that the purpose is to justify stereotypes in female and male bodies ways and, consequently, inequalities.

There is a widespread view that youth (students) are deeply involved into various social activities during their studies. However, are the majority of university students’ real participants and consumers of the local social agenda? The present paper critically examines the social activity of students in Ukraine. It focuses on several inter-related issues, namely how often students are socially active, how they feelabout their immediate surrounding, and its influence. The author also researches the attitudes of university youth towards student organizations and activities they provide, paying special attention to analysis of universities’ internal youth policy. The paper also seeks to diagnose, describe and explain the behavioural patterns of social activity dominating the social consciousness of students in their local environment. Overall, the results of the study are not very optimistic. They clearly indicate that students experience tangible engagement and interaction problems inside the academic and social environment at their universities.

To enable collaborative modeling activities online digital tools are essential. In this paper we present a holistic and adaptable concept for the development and implementation of modeling activities – which could especially be fruitful in times of homeschooling and distance learning. The concept is based on two digital tools: Jupyter Notebooks and a communication platform with video conferences.We carried out this concept in the context of two types of modeling activities: guided modeling days, where the students work on previously prepared and didactically developed digital learning material, and modeling weeks, in which the students work on open problems from research and industry very freely. In this paper the usage of Jupyter Notebook in modeling activities is presented and illustrated with the example of the optimization of a solar power plant. On top, we share our experiences in online modeling activities with high-school students in Germany.

This paper presents a bibliometric analysis of papers published in different specialized databases during the years 2010 - 2020 on STEM education as an emerging field of research. The analysis seeks to address the following research question: What are the sublines of work that are emerging within the emerging research field of STEM education between 2010 and 2020? To facilitate the search for articles in the databases, the following keywords were defined: STEM education, Natural Sciences (biology, chemistry, physics, ecology), Secondary Education and University Education. In total, 57 articles were selected that aligned with these words. Three criteria were established to perform the bibliometric analysis. The first criterion corresponds to general characteristics of the articles and the second and third criteria correspond to characteristics identified in the reading and review of the articles (emergent criteria). In summary, it was possible to establish nine sublines of work within this emerging field of research in the framework of science education.

Este artigo traz para a reflexão as relações que se constroem entre docentes e educandos/as da Educação de Pessoas Jovens e Adultas (EPJA) em escolas da Rede Municipal de Educação de Belo Horizonte (RME-BH). As análises apresentadas partem de uma pesquisa realizada com docentes de ampla trajetória de trabalho na modalidade, que variam entre 11 e 32 anos de experiência no campo. Com o objetivo de descrever e analisar essas relações, o artigo indaga sobre como os/as docentes participantes da pesquisa reconhecem as especificidades dos sujeitos que frequentam a EPJA na RME-BH e constroem, junto com eles/as e na interação com a comunidade, um conjunto de práticas cuja finalidade é a busca pela garantia do direito à educação de todas as pessoas que chegam na EPJA, destacando a dimensão ética e política do fazer educativo. Palavras-chave: Docência na EPJA; Relações entre docentes e educandos/as da EPJA; Direito à EPJA. Reflections on the relationship between teachers and students in YAE: paths that meet in the search for the guarantee of a right Abstract This paper aims to reflect on the relationships built between teachers and students of Youth and Adult Education (YAE) in schools of the Rede Municipal de Educação de Belo Horizonte (RME-BH). The proposed analyses are based on research conducted with teachers who have extensive work trajectories in the modality, ranging from 11 to 32 years of experience. With the aim of describing and analyzing these relationships, the paper explores how the teachers participating in the research recognize the specificities of the individuals who attend YAE at RME-BH and build, together with them and in interaction with the community, a set of practices whose purpose is to ensure the right to education of all people who attend YAE, highlighting the ethical and political dimension of education. Keywords: Teaching in YAE; Relationships between teachers and students in YAE; The right to Youth and Adult Education. Reflexiones en torno a las relaciones entre docentes y educandos/as de la EPJA: caminos que se encuentran en la búsqueda de la garantía de un derecho Resumen Este artículo se propone reflexionar sobre las relaciones que se construyen entre docentes y educandos/as de la Educación de Personas Jóvenes y Adultas (EPJA) en escuelas de la Red Municipal de Educación de Belo Horizonte (RME-BH). Los análisis planteados parten de una investigación realizada con docentes que poseen amplias trayectorias de trabajo en la modalidad, las cuales varían entre 11 y 32 años de experiencia en el campo. Con el objetivo de describir y analizar dichas relaciones, el artículo indaga sobre cómo los/as docentes participantes de la investigación reconocen las especificidades de los sujetos que asisten a la EPJA en la RME-BH y construyen, junto a ellos/as y el resto de la comunidad, un conjunto de prácticas cuya finalidad es la búsqueda de la garantía del derecho a la educación de todas las personas que llegan a la EPJA, destacando la dimensión ética y política del quehacer educativo. Palabras clave: Docencia en la EPJA; Relaciones entre docentes y educandos/as de la EPJA; Derecho a la EPJA.

Abstract Content and language integrated learning (CLIL) has a long tradition in European countries, especially in primary and secondary education. In this paper we draw attention to the limited use of the term in higher education, especially at (post-)graduate level. By describing and discussing a course entirely taught in English to students in a program titled Education for Science in Brazil, the authors expect to contribute to a broader understanding of the interrelations between specialized content and advanced communicative skills in English for academic purposes. By focusing on qualitative data on the collaborative writing of a paper in English, it is expected that this kind of classroom-based case study will contribute to better informed decisions related to internationalization of (post-)graduate programs among institutions that underscore the importance of English to help promote visibility and cooperation.

Singapore is one of the leading countries in the digitalization of education and the use of blockchain technology. Since 2016, Singapore has been implementing the Ubin project to create a national digital currency. The paper aims to analyse legal regulation of the use of distributed ledger technologies in the education system of Singapore. Based on the analysis, it is concluded that Singapore extends the provisions of securities legislation to digital tokens, which have the characteristics of securities or futures. Singapore has developed a set of rules enshrining requirements for cryptocurrency exchanges, which reduces the risks of fraud and money laundering using cryptocurrencies. The paper also analyses MAS reports on the development of a state's digitalization of education. The paper concludes that Singapore's experience can be used by other states to shape or modernize their education system.

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.

The study of the existing relations between Religion and Science Education can promote relations of cooperation, respect and acceptance among the different subjects that compose the school culture. Thus, this article presents an analysis of papers published in journals and in proceedings of events in Science Education or Education in the country regarding the relations between Science and Religion between the years 2000 and 2019. The aim was to identify in papers addressing these relationships, either by the argumentation of the authors themselves, or by investigating some indicators of the relationship between Science and Religion. The most relevant data found and the identification, when possible, of the perspective involved about these relations following the classification of Barbour (2004) are presented. The methodological approach for the collection and analysis of the papers is based on the ideas of Biembengut (2008). Regarding the results, it is noteworthy that more than half of the researches make a diagnosis of how students and/or teachers deal with this theme. The others are divided between those that presented teaching proposals and those that conducted bibliographic studies on the theme. The perspective of independence or dialogue was predominant among the analyzed works. One of the main recommendations of the research was that the approach to scientific knowledge should be done respecting the points of view coming from religion or from the student's culture.

The aim of this study is to evaluate competency-based Education models objectively and provide guidance on designing personalized yet balanced learning pathways that foster adaptability, lifelong learning, and holistic development. The study analyses comparative approaches for mapping competencies to broader occupational categories and emerging topics to mitigate potential risks of narrow competency frameworks such as obsolescence and low transferability. The methodology of this paper is based on a combination of qualitative analysis of problematic aspects of the formation of an individual trajectory of modern Education, with an analytical study of the prospects for the implementation of a competence-oriented strategy to the practical resolution of all issues raised in the declared subject of scientific research. The primary results of this study should be considered the creation of a theoretical model of the personalised learning pathway based on the competence approach, as well as the theoretical definition of the conditions for creating the structure of the individual trajectory of Education based on the competence approach.

This paper presents the Inference to the Best Explanation (IBE) to approach aspects of Nature of Science through historical explanatory controversies. The Inference to the Best Explanation is a topic of discussion in epistemology that addresses the justification and rationality of knowledge. Its focus is the study of the conditions that led an explanation to be considered superior than its competitors in a specific context. In this paper, this perspective is adapted to analyze the conflict between scientific explanations at specific times of history of science. The focus is to problematize the epistemic and cultural foundations that supported the defense of explanations proposed throughout the course of the historical episode under discussion. One of the goals is that this discussion can be made in contexts such as secondary education and teachers training, in order to avoid extreme positions in the opposition between structuralist and relativist conceptions of science. For this, some key concepts of the IBE are presented, followed by a proposal of how to adapt them to educational context. As an illustration, this perspective is employed in the historical episode of the photoelectric effect explanation, during the early decades of the 20th century. On the episode are addressed issues such as: the role of the scientific community in the evaluation of scientific knowledge, the indeterminacy of scientific theories by the available evidence, and the influence of personal interests in the evaluation of scientific theories.

The purpose of this paper is to answer the question "Can teachers do the educational quality evaluation tasks?", in the context of lacking experts or well-trained staff to do this task in low and middle-income countries, such as Vietnam. In this study, the training on knowledge, soft skill, performance, and attitude were tested as the tool improving the teachers' performance in evaluating education quality. The study was based on a quasi-experimental design, cross-disciplinary, and mixed-evaluation methods. The study is cross-disciplinary as it examines the difference between the comparison and intervention group concerning personal factors and job attitude. The findings indicate that providing knowledge, soft skill practice, and positive job attitude help to improve the staff's performance in assessing the quality of education. The findings presented in this paper provide evidence of effectiveness of the education quality evaluation skills training in schools.

This paper critically surveys and contextualises the recent wave of autonomous art schools established in the UK since the Independent Review of Higher Education Funding & Student Finance, or Browne Review. It argues that these institutions have been formed as a direct response to this economic policy and the broader neoliberal economisation of higher education. By drawing upon the work of the Edu-Factory Collective, and the Autonomist Marxist theory that inspired their project, this paper argues that these new alternative art schools can be understood as ‘common autonomous institutions’. Furthermore, that they represent genuinely viable alternatives to the commodified, financialised, and marketised state provision. Finally, drawing upon the work of Santos, three alternative art schools (The Other MA, Southend, UK; The School of the Damned, London, UK; @.ac, UK) are analysed as nascent forms of the polyphonic pluriversity.

This paper critically surveys and contextualises the recent wave of autonomous art schools established in the UK since the Independent Review of Higher Education Funding & Student Finance, or Browne Review. It argues that these institutions have been formed as a direct response to this economic policy and the broader neoliberal economisation of higher education. By drawing upon the work of the Edu-Factory Collective, and the Autonomist Marxist theory that inspired their project, this paper argues that these new alternative art schools can be understood as ‘common autonomous institutions’. Furthermore, that they represent genuinely viable alternatives to the commodified, financialised, and marketised state provision. Finally, drawing upon the work of Santos, three alternative art schools (The Other MA, Southend, UK; The School of the Damned, London, UK; @.ac, UK) are analysed as nascent forms of the polyphonic pluriversity.

University dropout is a major problem in Latin America and the Caribbean; in Colombia, around 50% of students who enter university complete their studies. This phenomenon is multi-causal; therefore, it is necessary to perform an analysis in different scenarios, in order to create strategies that help permanence and graduation. This paper presents an alternative to identify some factors that lead a student to drop out of the Universidad del Cauca, based on data science methodologies. It was found that desertion is influenced by academic factors, such as areas of knowledge, semester and average, social context such as stratum and place of origin, and individual factors such as age and gender.

As in other research fields, the development of learning analytics is influenced by the networks of researchers that contribute to it. This paper describes one of such networks: the Spanish Network of Learning Analytics (SNOLA). The paper presents the research lines of the members of SNOLA, as well as the main challenges that learning analytics has to address in the next few years as perceived by these researchers. This analysis is based on SNOLA’s archival data and on a survey carried out to the current members of the network. Although this approach does not cover all the activity related to learning analytics in Spain, the results provide a representative overview of the current state of research related to learning analytics in this context. The paper describes these trends and the main challenges, among which we can point out the need to adopt an ethical commitment with data, to develop systems that respond to the requirements of the end users, and to reach a wider institutional impact.

Investigating effectiveness of learning analytics is a major topic of research, with a recent systematic review finding 689 papers in this field (Larrabee Sonderlund et al., 2019). Few of these (11 out of 689) highlight the potential of interventions based on learning analytics. The Open University UK (OU) is one of few institutions to systematically develop and implement a learning analytics framework at scale. This paper reviews the impact of one part of this framework - the Analytics for Action (A4A) process, focusing on the 2017-18 academic year and reviewing both feedback from module teams and interventions coming out of the process. The A4A process includes hands-on training for staff, followed by data support meetings with educators when the course is live to students. The aim being to help educators with making informed, evidence-based interventions to aid student retention and engagement. Findings from this study indicate that participants are satisfied with the training and that the data support meetings are helping in providing new perspectives on the data. The scope and nature of actions taken by module teams varies widely, ranging from no intervention at all to interventions spanning over multiple presentations. In some cases, measuring the impact of the actions taken will require data analysis from further presentations. The paper also presents findings indicating room for improvement in the follow up of the actions agreed, support given to module teams to implement such actions and final evaluation of impact on student outcomes.

The environmental crisis and climate change belong to a group of topics that appear not to be receiving as much media attention as some other issues, e.g. politics, economy, finance, and social and ethnic issues. Too often side-lined, even if environment gets some scope in news and documentaries, it is not always presented comprehensively enough. Although environmentalists and eco-philosophers are constantly – and ever more urgently – pointing to what they describe as an alarming situation at hand, it seems that most of the public has adopted a rather indifferent (disengaged) posture towards news about an imminent environmental crisis, climate change, global warming, the use of plastic etc. Public discourse and media discourse have been increasingly intertwined, so ordinary people acquire most information (not only) on environmental issues from the mass media: press, internet, radio and TV, particularly from newscast and documentaries. This paper will discuss possible relations between presentation of environmental issues in the media and attitudes held by their audience. We believe that the media must assume their part in creating public awareness of environmental issues. Our paper will be based on interdisciplinary, predominantly theoretical research involving the combination of media studies and media philosophy. We will discuss main features of this issue from the viewpoint of media-centric theories, since we maintain that effects of the mass media on empirical and social reality (including environmental issues) are beyond any doubt.

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.

El artículo muestra, a partir del análisis de libros de texto de educación musical para la enseñanza primaria, los valores, estereotipos, esquemas mentales y significados que se transmiten en el curriculum no siempre de un modo consciente o regulado. El objetivo es analizar qué modelos culturales se transmiten, cuáles son los espacios de silencio, qué ausencias y por el contrario qué presencias son reforzadas y transmitidas con el uso de estos materiales curriculares. El artículo consta, en primer lugar de una introducción al estado de este campo de investigación mostrando la relevancia y oportunidad de esta problematización del currículum. Se trata de una investigación de carácter cualitativo que usa el análisis del contenido y del discurso como herramientas metodológicas. Posteriormente se exponen los resultados de la categoría Representaciones Culturales organizados en las subcategorías siguientes: género, mirada eurocéntrica, culturas y tradiciones populares y relación con el entorno. El análisis de los libros de texto nos alerta sobre el dominio de la hegemonía cultural androcéntrica y la reproducción de miradas eurocéntricas que no han superado el colonialismo y el patriarcado, tratando las culturas minorizadas y populares propias del entorno de los niños y las niñas desde el exotismo y el distanciamiento. Se concluye señalando la relevancia de este tipo de investigaciones para comprender los efectos culturales implícitos en la presentación del currículum en los materiales de uso en las aulas. /// The research paper shows, from the analysis of the musical education textbooks for primary education, the values, stereotypes, mental schemes and meanings that are transmitted in the curriculum not always in a conscious or regulated way. The objective is to analyse what cultural models are transmitted, what are the spaces of silence, what absences and on the contrary what presences are reinforced and transmitted with the use of these curricular materials. The article consists, first of all, of an introduction to the state of this field of research showing the relevance and opportunity of this problematization of the curriculum. It is a qualitative research that uses content and discourse analysis as methodological tools. Secondly, the results of the category Cultural Representations are presented. This category is organized in the following subcategories: gender, Eurocentric gaze, popular cultures and traditions and relationship with the environment. The analysis of textbooks alerts us to the dominance of androcentric cultural hegemony and the reproduction of Eurocentric views that have not overcome colonialism and patriarchy, making a distant an exotic treatment of minority cultures and popular cultures closers to children's environment. This paper concludes with the relevance of this type of research to understand the cultural effects implicit in the presentation of the curriculum in the materials used in the classroom.

Este artículo se centra en el análisis de un proceso co-diseño de prácticas educativas abiertas (PEA) para el desarrollo de competencias transversales en el contexto de una universidad a distancia. A través de la participación activa de profesoras, estudiantes e investigadora, se pretende facilitar el diseño curricular de prácticas educativas abiertas, que favorezca el desarrollo de competencias transversales por parte de los estudiantes. El estudio se enmarca en una investigación más amplia que aplica el modelo de investigación basada en el diseño (IBD). Concretamente en este artículo se aborda el análisis de la fase de diseño, con un enfoque eminentemente cualitativo, utilizando como instrumentos la observación participante y el análisis de los productos realizados por los participantes en el proceso de co-diseño. El estudio se propone responder las siguientes preguntas: ¿Cómo se lleva a cabo y qué aporta el método de co-diseño al diseño de PEA para el desarrollo de competencias transversales? ¿Qué tipo de contribuciones realizan y qué rol asumen los distintos participantes en el proceso de co-diseño? Los resultados reflejan la dinámica del proceso de co-diseño, el tipo de contribuciones y roles asumidos por cada participante y el aporte efectivo del método de co-diseño para el diseño de PEA, considerando por una parte el grado de comprensión e incorporación de los conceptos fundamentales en los escenarios diseñados y por otra, la utilidad de los instrumentos de diseño utilizados. /// This paper focuses on the analysis of a co-design process of open educational practices (OEP) for the development of transversal competences in a distance university. Through the active participation of teachers, students and researchers, the aim is to facilitate the curricular design of OEP, which favors the development of students’ transversal competences. The study is part of a broader research that applies the model of design-based research (DBR). Specifically, this paper deals with the analysis of the design phase, with a qualitative approach, by using participant observation and the analysis of the design products elaborated in the co-design process. The study aims to answer the following research questions: How is the co-design method carried out and how does it contribute to the design of OEP for the development of transversal competences? What kind of contributions do participants make and what role do they assume in the co-design process? The results reflect the dynamics of the co-design process, the type of contributions and roles assumed by each participant and the effective contribution of the co-design method for the design of the PEA, considering on one hand the degree of understanding and incorporation of the relevant concepts in the designed scenarios and, secondly, the usefulness of the design instruments used.

Cooperative learning is a teaching methodology based on joining small groups of students together in order to accomplish a task having well defined objectives. It presents various forms of application and has the potential to achieve some of the current needs of education, especially training citizens in an information society. Considering its potentialities, it is imperative to understand how it has been addressed in the field of science education research.In this perspective, this article consists of a literature review to identify trends of research on cooperative learning in academic production on national and international levels. Therefore, we searched for papers on the subject matter in journals located in the A1, A2, B1 and B2 extracts of Qualis-CAPES and in the annals of the editions held until 2015 at the National Meeting of Research in Education in Science (ENPEC). The analysis of the papers enabled us to observe the most frequent following thematic focuses: cooperative learning and its possibilities; cooperative learning and its specific strategies; cooperative learning in partnership with other strategies; cooperative learning presented in a theoretical perspective. It was also possible to conclude based on the information presented in the texts that despite the growing interest of researchers in the field of natural science education, the educational possibilities were not significantly explored, especially in a national context.

This paper analyzes the relationship between full-time journeys and schooling inequality in Pernambuco, Brazil. Using standardized test scores on the school level, we tested the inverted u-curve hypothesis proposed initially by Simon Kuznets in 1955 and adapted with a focus on schooling expansion and inequality by Rati Ram in 1990. We build a panel data analysis to perform the test, with data aggregated by region and scores on standardized tests as the output variable. Initially, the hypotheses described an inverted U-curve correlating schooling effectiveness and inequality. However, we have found that the relationship follows a regular U shape. It is also inferable that the equity of the result is more connected to the effects of the diversity of school typology, the location of schools, and the way the region is developed.

Embracing the social, resilient, and sustainable dimensions focusing on human-machine cooperation marks the revolution known as X5.0. Combining lean with service 5.0 is the path to enhancing the lean capability of an organisation both at the operational and enterprise level, coining the term ‘Lean Services 5.0’ (LS5.0). This paper aims to evaluate the managerial implication of LS5.0 to identify opportunities and future research avenues toward Lean Services 5.0 based on the People, Process, Technology (PPT) framework. To achieve this aim, we mapped the current literature via the Systematic Search Flow (SSF) method. We developed the lean service 5.0 PPT framework and identified the 12 principles for an LS5.0 organization. These principles utilise new technologies to foster continuous improvement methods that provide data for value identification and create a reciprocal learning environment.

The paper is devoted to the study of the Kazan school district administration activities during one of the key periods in the Russian state history: the period of its socio-economic and political transformation. Liberal reforms of Alexander I, conservative course of Alexander III, revolutionary events of the early 20th century: all the peripetias of these epochs are reflected in the autocracy's policy on Tatar-Muslim schooling. The authors of the paper revealed the historical circumstances concerning establishment of the Kazan educational district, demonstrate its structure and place in the hierarchy of public education system structures available in the Russian Empire, trace the evolution of its functions, goals and objectives in a close relationship with the socio-economic and political processes in the country. The multi-confessional and multi-ethnic character of the population of the educational district considered in the paper is underlined. The authors focus on the activities of the tutors of the Kazan school district, who not only implemented the policy of the autocracy regarding the school education of Tatars-Muslims, but also submitted proposals to the higher authorities to improve the above mentioned policy. The place and role of Tatar, Bashkir and Kirghiz school inspectors, directors of public schools, and other officials in the implementation of the school policy regarding Muslim peoples are thoroughly analysed. The authors' conclusions are based on extensive archival sources.