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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.

La Formación Inicial Docente es una etapa clave de la trayectoria formativa en que se construyen distintas representaciones sobre lo que es ser profesor y evaluador; presentándose la evaluación como contenido y competencia profesional. Sin embargo, aunque se alberga la expectativa de una evaluación orientada al aprendizaje, en Educación Superior prevalece la función sumativa y la hetero evaluación, con escasa participación de los sujetos evaluados (futuros profesores) durante el proceso evaluativo. En este marco, se realizó un estudio transversal de tipo descriptivo, con 41 estudiantes de Pedagogía Básica de una universidad del centro sur de Chile, con el propósito de identificar, a nivel de percepción, qué opinan del uso de One Minute Paper. Los resultados muestran una valoración positiva de la experiencia por parte de los sujetos bajo estudio, al favorecer el aprendizaje activo y la participación, y se alude al tiempo como principal factor obstaculizador.

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.

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.

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.

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.

Analisamos as vertentes teórico-metodológicas que nortearam os TCCs da Pedagogia da FURB no período de 2001 a 2006. Fizemos uma análise documental dos 321 trabalhos realizados. Constatamos que todos os trabalhos desenvolvidos voltaram-se à área da Educação. Quanto às subáreas, predominaram: educação pré-escolar, psicologia educacional, educação especial e sociologia da educação. Os teóricos mais utilizados foram: Vygotsky, Piaget, Kramer, Freire, Áries, Wallon e Ferreiro. Frente às subáreas, sugerimos que as futuras pesquisas contemplem investigações nos campos não ou poucos explorados. Entendemos que os clássicos são importantes e precisam ser utilizados, entretanto, sentimos falta, em alguns trabalhos, de autores mais específicos ao objeto em estudo. As pesquisas, em sua maioria, delinearam-se na abordagem qualitativa, destacando-se o uso de dados quantitativos em alguns trabalhos. Quanto aos tipos de pesquisa predominaram a pesquisa exploratória, participante e estudo de caso. Consideramos que estes tipos de pesquisa estão relacionados ao processo de iniciação à pesquisa. Os instrumentos de coleta de dados, os mais utilizados foram o questionário, precedido da entrevista e da observação. Cabe ressaltar, que muitos acadêmicos utilizaram mais de um instrumento, o que possivelmente possibilitou compreender o objeto sob vários aspectos. A documental analysis has been made on the methodological and theoretical guidelines in the end of term papers of the Pedagogy Course at FURB University in 321 works from 2001 to 2006. It has been noticed that all the developed papers focused the educational area. As for the sub areas, the predominant ones were: education in Pre School, educational psychology, special education and educational sociology. The most used theoretical authors were: Vygotsky, Piaget, Kramer, Freire, Aries, Wallon and Ferreiro. For the sub areas, it has been suggested that the future researches should include investigations on less or not focused studied fields. The importance of classic objects of research has been understood and those must be tackled. However, in some works there is an absence of more specific authors on the studied object. Most researches have been developed on the qualitative approach and some have used quantitative data. In relation to the research types, the predominant ones were the exploratory, participant and case study types. It has been considered that such kinds are related to the process of initiation to research. The most used instruments for data collection were a questionnaire preceded by interview and observation. Several research students have used more than one instrument, which possibly led to a comprehension of the subject under a variety of aspects.

O jornal Pétalas Infantil era uma produção manuscrita, feita em folhas avulsas, realizada pelas alunas do curso primário do Colégio Coração de Jesus, uma instituição religiosa e feminina de Florianópolis/SC e cujos exemplares, entre 1945 e 1952, foram conservados em um acervo pessoal. Considerado material ordinário, o texto deste estudo centra-se na análise dos artigos e comentários que expressavam preceitos veiculados pelo Pelotão de Saúde, uma associação complementar da escola, legitimada por lei e cujo propósito era auxiliar na criação e manutenção de princípios higiênicos como integrantes da cultura escolar do período. O artigo vincula-se ao campo de pesquisa da História da Educação e da cultura escrita entendidas, ambas, como produções discursivas e escolares de um determinado tempo e lugar que, tanto pelos suportes em que se apresentam à leitura, como pelos preceitos higienistas e cívicos que punham em circulação, permitem pensar a importância desse material na construção de uma memória para o reconhecimento de diferentes práticas, costumes, rituais, ações que integravam o ambiente escolar do período em pauta.Palavras-chave: jornal infantil, pelotão de saúde, higiene e cultura escolar. VOLATILE SHEETS, MANUSCRIPT PAPERS: THE PLATOON OF HEALTH IN PETALS CHILDISH JOURNAL (COLÉGIO CORAÇÃO DE JESUS - FLORIANÓPOLIS/SC, 1945-1952) AbstractPetals Childish journal was a handwritten production, made in single sheets of paper, held by the students of the primary school Coração de Jesus, a religious institution for girls in Florianópolis/SC and whose exemplary, between 1946 and 1952, were kept in a personal collection. Considered ordinary material this study focused on the analysis of the articles and comments that expressed precepts conveyed by the Pelotão de Saúde (Platoon of Health), a complementary association of the school, legitimized by law, and whose purpose was to assist in the creation and maintenance of hygienic principles as part of the school culture of the period. The article connects to the search field of the history of education and education’s history, both understood as writing discursive and school productions of a determined time and place that, as much by the stand in wich it is presented to reading, as much as by the hygienist and civic precepts it laid in circulation, allow you to think of the importance of this material in the construction of a memory for the recognition of different practices, customs, rituals, actions that were part of the school ambient of the period.Key-words: childish journal, platoon of health, hygiene and school culture. HOJAS VOLÁTILES, PAPELES MANUSCRITOS: EL PELOTÓN DE SALUD EN PERIÓDICO PÉTALAS (COLÉGIO CORAÇÃO DE JESUS - FLORIANÓPOLIS/SC, 1945-1952)ResumenEl periódico Pétalas era un manuscrito producido por los niños, realizada en una sola hoja, celebrada por los alumnos de la escuela primaria del Sagrado Coração de Jesus, una institución religiosa y la hembra de Florianópolis/SC y cuyo ejemplar, entre 1946 y 1952, se mantuvieron en una colección personal. Considera el material ordinario, este estudio se centró en el análisis de los artículos y comentarios que expresó preceptos transmitidos por el Pelotón de Salud Complementaria, una asociación de escuela, legitimada por la ley, y cuyo propósito era ayudar en la creación y mantenimiento de los principios higiénicos como parte de la cultura escolar del período. El artículo se vincula con el campo de búsqueda de la historia de la educación y la cultura escrita, tanto como escritura entendían discursiva y producciones de la escuela de una determinada hora y lugar que tanto por los soportes en se presentan en la lectura, por cívicos y preceptos higienistas que puso en movimiento, permiten pensar en la importancia de este material en la construcción de una memoria de reconocimiento de las diferentes prácticas, costumbres, rituales, actos que fueron parte del ambiente escolar del período.Palabras-clave: diario infantil, pelotón de la cultura de la salud, la higiene y la escuela. FEUILLES DE VOLATILES, PAPIER MANUSCRITS: LE JOURNAL SANTE POUR ENFANTS PETALAS (COLÉGIO CORAÇÃO DE JESUS - FLORIANÓPOLIS/SC, 1945-1952)RésumeLe jounal Pétalas pour enfants était un manuscrit faite dans une feuille unique, tenu par les élèves de l'école primaire du Sagrado Coração de Jeses, une institution religieuse et femalle de Florianópolis/SC; leurs exemplaires, pendant les annés de 1946 et 1952, étaient conservés dans une collection personnelle. Considéré comme matérial ordinaire, cette étude a porté sur l'analyse des articles et des commentaires qui expriment les préceptes transmis par le Peloton de la Complémentaire Santé, une Association de l'école, légitimé par la loi, et dont le fonction est d'aider à la création et au maintien des principes de l'hygiène dans le cadre de la culture de l'école de la période. L'article est situé vers le champ de recherche de l'histoire de l'éducation et la culture écrit, et enténd les deux comme écriture discursive et productions de l'école d'un particulier temps et lieu qui, pour les prend en charge que se présentent à la lecture, pour civique et préceptes hygiénistes mis en mouvement, nous permettent de penser que l'importance de ce materiél dans la construction d'une mémoire pour la reconnaissance des différentes pratiques, les rituels, les actions qui faisaient partie du milieu de la période scolaire.Mots-clé: journal des enfants, peloton de la culture de la santé, l'hygiène et l'école.

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.

In this paper, we aim to make a rescue of some historical landmarks founders productivity at work and in education to better understand the logic legitimizes reaching the core of the teaching activity. The advance of the criteria on the productive worker training has its first expressions in the 1940s, even during the dictatorship of the Estado Novo. Firstly, we make a brief presentation of the concept of productivity; after that, some of its founders landmarks in the history of the country are shown, and, lastly, there is a presentation of the particularity of one of these landmarks: the presence of CBAI (Brazilian-American Commission of Industrial Education .)

In this article there talks each other the discussion that exists concerning the utility of the exercises of paper and pencil, being this one of the principal weakness in the contemporary school. That's why it begins formulating a typical exercise of kinematics, in which there for is asked the student a simple reasoning of a concrete situation, later it is analyzed which would be the possible solutions to the enunciated situation, and then the statement transforms in a problem of research adding parameters, variables and modifying the purpose of the questions, this way a problematic situation appears in the what one the student will be capable of choosing the fundamental aspects to solve it, in such a way that this one adopts an attitude adequate before a research process. Finally a perfectible solution appears in accordance with the scheme used by the student to verify it experimentally.

Human capital theory (HCT) has moved from a core tenet of neoclassical economic theory to a normative and prescriptive policy position that guides our understanding of economic growth across multiple scales, from the individual to the national. In this paper, a diverse group of graduate students interrogate their experiences of accumulating and realising ‘human capital.’ They argue that HCT holds at its centre an abstract and falsely universal subject that obscures how transnational relations of patriarchy, race, and coloniality constitute class relations and thus create a reality in which investments in human capital cannot be realised by all. This paper further elaborates how this group of adult learners developed an understanding of class as a socially constituted relation within capital and thus foregrounds the need for adult educators to work from a more nuanced articulation of class that recognizes relationality with other forms of oppression.

This paper is a poetic self-study based on a community education project in which the author was involved and in which poetry was a process of social transformation. There is a poetic process of weaving between writings produced during the project, occurred years ago, and writings created for this self-study. Its main purpose is to reflect on this poetic process, questioning how it can continue to illuminate our understandings, develop dialogue and transcend contradictions and ambivalences. A few meaningful events are selected where poetry played a relevant part and where poetic writing, combinins sounds and silence to create a singular musicality, is assumed as a way of deepening and transforming understanding and practice. It is a poetic organisation of rhizomatic relations that facilitates the flow of reflexivity and evocation of the movements experienced during the project and identified as important. They are in accordance with the principles of the project, where dialogical and critical approaches are emphasised. In the final sections the author discuss her positionalities and conflicts as researcher, educator and poet assumed along the process, and conclude by reflecting on some of the main contributions of this paper to the poetic self-study field and poetic inquiry.

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.

This paper presents a learning experience with teachers and environmental educators in Mexico interested in creating learning activities on the monarch butterfly's migration and generating a space for collaboration and exchange to enrich their experiences and didactic repertoires. First, the document shows those aspects central to the design of the intervention based on an environmental learning approach through participation and involvement in collaborative design and production activities. These aspects aimed to build a project that contests more traditional and entrenched practices in environmental education based on visions of learning as an individual and school process. Second, the article shows the use of different digital tools to solve isolation derived from the pandemic caused by COVID-19, but above all, to facilitate and sustain collective work, as well as for writing, the exchange of information, and dialogue between participants. Third, the paper shows how those involved participated, the lessons learned, and a general description of the designed activities. Finally, some tensions and limitations that arose throughout the process are shown.

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 reflects on post-pandemic school condition and speculates the temporal characteristics of post-pandemic school education based on an empirical school study. By conceptualising pandemic as an accident as developed by Malabou (2012) and adopting the timescape perspective as a methodological device to identify the characteristics of post-pandemic schools, this paper reflects on an ethnographic study of a school which adopts a bring your own device (BYOD) policy. The paper identifies three turns for post-pandemic school condition, namely a turn towards algorhythmic patterns (Miyazaki, 2012), infraschoolization and taskification of classroom practices (Alirezabeigi, 2021). By showing how classroom practices are organized around devices, students and teachers, the paper elaborates on spatiotemporal reconfigurations of schools and centrality of tasks for post-pandemic education. Based on these turns and the concept of plasticity, the paper concludes that the post-pandemic condition can be described as a plastique stability after the accident of pandemic.

O presente artigo situa um estudo do tipo estado do conhecimento com o objetivo de mapear o que se tem produzido acerca dos sujeitos egressos da Educação de Jovens e Adultos (EJA) no Ensino Superior em diferentes plataformas de socialização dos trabalhos acadêmicos, tais como Banco de Teses e Dissertações, artigos em periódicos e anais de eventos. O levantamento apresenta elementos de natureza teórica e permite conhecer o que já foi pesquisado e publicado sobre a inserção de alunos egressos da EJA no ensino superior, nos últimos 11 anos (2008-2018), período que marca a implementação de políticas públicas de inclusão das camadas populares no âmbito do ensino superior. Nos resultados da investigação foram identificados vinte e quatro trabalhos que tratam dos egressos da Educação de Jovens e Adultos no ensino superior, debatendo os processos, trajetórias, os sentidos e seus sentimentos nesse nível de ensino, e apontam para a importância dessas políticas públicas para o acesso e a permanência na continuidade dos estudos. Em virtude disso, a criação desses programas pode possibilitar aos discentes não somente a qualificação para o mundo de trabalho, mas, também, o prosseguimento desses estudos, sendo essa uma forma de se encontrarem, se perceberem socialmente inseridos no âmbito da sociedade, já que são vistos, muitas vezes, com olhares estereotipados. Portanto, o estudo evidencia a necessidade de estudos acerca dos sujeitos advindos das camadas populares que ingressam no ensino superior. Palavras-chave: Educação de Jovens e Adultos; Ensino Superior; Egressos da EJA. The status of knowledge about EJA graduates and their stay at the university ABSTRACT This paper presents a state of knowledge study aimed at mapping what has been produced about the Youth and Adult Education (EJA) graduates in Higher Education in different platforms for the publication of academic works, such as the Theses and Dissertations Bank, journal papers and conference proceedings. The survey presents theoretical elements and allows knowing what has been researched and published on the insertion of EJA graduates in higher education in the last 11 years (2008-2018), a period that marks the implementation of public policies for the inclusion of the lower classes in higher education. The results of the investigation pointed to twenty-four works dealing with graduates of Youth and Adult Education in higher education debating the processes, trajectories, meanings and feelings in higher education, and also point to the importance of these public policies for the access and the permanence at school. As a result, the creation of these programs can enable students not only to qualify for jobs, but also to pursue these studies, which is a way to meet people, to perceive themselves as socially inserted in the scope of society, since they are often seen with stereotyped looks. The study also highlights the need for studies on lower-class subjects who enter higher education. Keywords: Youth and Adult Education; Higher Education; EJA graduates. El estado del conocimiento de los egresados de EJA y su permanencia en la universidad RESUMEN El presente artículo sitúa un estudio del tipo estado del conocimiento con el objetivo de mapear lo producido sobre los jutetos egresados de la Educación de Jóvenes y Adultos (EJA) en la Educación Superior en diferentes plataformas de publicación de trabajos académicos, tales como el Banco de Tesis y Disertaciones, artículos en revistas y anales de eventos. La encuesta presenta elementos de naturaleza teórica y permite conocer lo investigado y publicado sobre la inserción de los egresados de EJA en la educación superior en los últimos 11 años (2008-2018), período que marca la implementación de políticas públicas para la inclusión de las capas populares en la educación superior. Los resultados de la investigación sinalizaron para veinticuatro trabajos que tratan con egresados de Educación de Jóvenes y Adultos en la educación superior debatiendo los procesos, trayectorias, significados y sentimientos en la educación superior, y apuntan para la importancia de estas políticas públicas para el acceso y la permanencia en la continuidad de los estudios. En virtud de eso, la creación de estos programas puede permitir a los estudiantes no solo la calificación para para el mundo laboral, sino también para continuar estos estudios, siendo esa una forma de encontrarse, de percibirse socialmente insertados en el ámbito de la sociedad, ya que son visto a menudo con miradas estereotipadas. Por tanto, el estudio evidencia la necesidad de estudios sobre los sujetos vindos de las capas populares que ingresan a la educación superior. Palabras clave: Educación de Jóvenes y Adultos; Enseñanza Superior; Graduados EJA.

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.

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.

This paper serves as a conceptualisation of how the principles of Whole Brain® thinking can be used to inform lecturer identity. The objective of this position paper is to engage discourse on the educational professional development of early-career academics in health sciences. It is about laying a scholarly foundation for self-study. As a scholarly community of practice in family medicine we wanted to determine to what extent the literature – theoretical framework – is silent on innovative means to ensure that academics take responsibility for their development, using self-regulated learning and self-empowerment. In our search for literature on theories of professional learning we came across the theory about Whole Brain® thinking. Our action research initiatives revolve around the notion of individuals’ preferences for different modes of thinking. Our preferred modes of thinking inform our teaching practice and lecturer identity.

The purpose of this research is to analyze the acquisition of teachers’ digital competencias through the use of virtual environments and information and communication technologies to improve the teaching-learning process. A systematic review was conducted through the search and compilation of empirical studies over five years (2019 to 2023), in the specialized databases: Scopus, Redalyc, SciELO, and the academic search engine Google Scholar. Based on the PRISMA statement, and through inclusion and exclusion criteria, a total of fourteen research papers were selected. After examining them, it was possible to identify how digital literacy through the use of virtual learning environments influences the development of teaching work and performance and consequently also contributes to student learning. Among the digital skills most used by teachers that have allowed innovation and improvement of the teaching process are mainly the management of information and mastery of digital tools for the creation and management of educational resources.

This paper presents the results of a research work focused on identifying educational improvements needs in the field of digital teaching skills (DTS) in higher education, specifically in a Teacher Training College. There are several frameworks to assess this, however, this research focused on those related to the competence: communication and collaboration described in the Marco Común de Competencias Digitales Docentes (MCCDD) (INTEF, 2017). The pandemic evidenced as an emerging requirement in terms of the DTS also national and international foundations in which it is highlighted how these are essential to support lifelong learning and to inclusion. Ten teachers from Veracruz participated in the study through the focus group technique, which made it possible to recover information to learn about their perspectives on the training needs they identified in the area of the DTS, both in themselves and in the degree program in education in which they teach. The MAXQDA program was used to analyze the information and graphs were created with the segments of their oral participations. The results are shown in Unique-Code Model (summaries) of each skill in the area of communication and collaboration.

The present study was a meta-analysis compiling research on digital citizenship conducted in Mexico in 2011 - 2023. It was guided by the objective of arguing, analyzing and categorizing the lines of knowledge generation and application (LGAC) related to digital citizenship in Mexico. The methodology applied was meta-analysis where 88 research studies were documented: 47 papers, 33 journal articles and 8 theses. The studies found support the existence of six LGAC in Mexico. It was concluded that the studies are related to understanding the way in which society appropriates digital technologies, interactions through social networks and the manifestations of digital identity. Another point to highlight is that the study of digital citizenship has been used to analyze the acquisition of digital skills and attitudes, social issues addressed by digitalization, the roles played by educational actors in the virtual environment and the promotion of multiculturalism. The studies found provide relevance to the LGAC, and allow concluding that digital citizenship is a topic present in research on educational technology in Mexico.

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.

This paper presents a descriptive analysis and comparison of higher education policies at the State and organisational levels, methods and effectiveness of digital learning in Italy and Nigeria due to the changes occasioned by the COVID-19 pandemic. It is a reflection of the Adult Education Academy (AEA) 2021 experience that was focused on the consideration of the status pre-and post-pandemic along the mega, meso and micro dimensions in a bid to create an optimal learning environment, encourage innovative teaching methods in both countries and learn lessons. From a comparative perspective, the purpose of this paper is to explore the practices and strategies implemented by the two universities in Italy and Nigeria to address the challenges caused by the pandemic. Some practical teaching/learning methods will be proposed to prepare institutions for the new normal.

Participation in adult learning is shaped by “heterogeneous, complementary, antagonistic and contradictory temporalities” (Alhadeff-Jones, 2017, p. 3). Time is an essential, sociocultural factor, and learning needs and takes time (cf. Schmidt-Lauff, 2019). “Too busy at work” and “childcare or family responsibilities” (OECD, 2017) are the main reasons for non-participation in adult education. Time is a significant element in gender inequalities on the international level (European Institute for Gender Equality, 2020a, 2020c). This paper comparatively investigates how time, gender and learning are interwoven in adult education in Slovenia and Hungary. The analysis includes a first comparison of quantitative data and time-related policies. However, to do justice to the complex character of time, a triangular approach, using qualitative data collected in interviews with (non-)participants, goes beyond statistical description. The study aims to better understand the subjective experience of temporalities, while learning (considering stress and maturation, etc.). The paper seeks to raise awareness on the time sensitivity, for example, of struggling with temporal constraints when both caring for children and being a successful businessperson.

The emphasis on graduates’ employability is a significant challenge for universities to support their transitions to the labour market, especially in countries with high youth unemployment rates. The concept of employability and its main definitions constitute the framework of this paper, according to which its influence on higher education policies and practices is considered. In the context of knowledge economies and high-skilled labour demands, employability acts as an educational process that supports the transition from university to work. In this regard, the study directly addresses adult education studies, their impact on career pathways and resourcefulness in the development of a life plan. Based on this framework, the paper illustrates a comparative analysis of employability policies that influence higher education strategies in in Italy, Nigeria and Palestine.

The paper takes a closer look into critical thinking in Yemen. It navigates critical thinking in Yemeni graphic design undergraduate education. This paper tackles the lack of research in the areas of critical thinking as Yemen has not traditionally encouraged or utilized critical thinking in graphic design education. Within design, a field of study where critical thinking is required to create solutions to existing and new problems, a range of culturally relevant solutions for problems are sought rather than the same solution for each (Barbour, 2016). However, there is an opportunity to investigate critical thinking from a Yemeni Islamic worldview. This is an opportunity for us all to engage in a conversation about what critical thinking might mean in Islamic culture. This paper ultimately aims to demonstrate the Islamic and Western literature about critical thinking and present this understanding within Yemeni graphic design education.

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 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.

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.

This paper discusses the role of citizenship and political education in the contemporary society. It analyses the consequences of neoliberalism regarding its assault on the social sphere and its production of mass inequality around the world. We initiate the conversation by making education central to politics, culture as the key tool that helps us to analyze the meanings of citizenship. The privatization of citizenship narrows the debate around the role of the citizen, the public sphere and undermines democratic values. The goal of this research is to try and understand whether political education can reduce social inequality or not, and how the presence of an informed and politically engaged culture helps create the agents necessary for a substantive democracy. The chosen method enables the production of an international literature review with a systematic bibliographic search, exploring the meanings and scientific uses of the categories Political Education, Social Inequality, Citizenship and Democracy after many years under the neoliberalism hegemony around the globe. This research was conducted via the following databases: Google Scholar; Networked Digital Libraries of Theses and Dissertations (NDLTD); Education Research and Information Center (ERIC) and Scientific Electronic Library Online (SciELO). It includes papers written in English, Spanish and Portuguese which publishing dates range from 1999 to 2019. A total of 51 articles were selected to compose the analytic corpus (n=51). After reading all of the texts and making a content analysis, the results were presented in 3 categories: i - Citizenship education and political education: theories and practices (Conceptual approaches on citizenship and Students’ capacity for political or moral reasoning fostered by political education); ii - Politics, human rights & democratic values in education (Critical approaches of human rights or democratic values on higher education; Popular education or citizen participation on political education and Politics as a teaching or learning tool for formal education); iii - Relationships among State, citizens and civil society (Positive relationships in contemporary societies and Conflicts in adult education). Under neoliberalism, civic culture, democratic values and informed dialogue atrophied. Clearly, this is partly due to the dominant neoliberal view that social agency is dangerous and needs to be shaped by neoliberal forms of education. Under the reign of neoliberalism, there has emerged a pedagogical machinery of power engaged in producing a culture of manufactured ignorance that works to produce a form of political repression. However, as an alternative, many pieces of research are arguing that education must empower citizens to engage in their communities as a method to learn, engage in individual and collective action, and how to participate in political struggles and public affairs. Political education can be an important social movement against the inequalities. That seems to be crucial for building a direct and participative citizenship in our contemporary democracy.

This paper’s main goal is to analyse the importance of the “Records Management and Memory Programme” instituted by the Brazilian National Council of Justice. Its methodology departs from the constitutional and legal primary sources that support the Programme. Then it proceeds by examining the normative acts issued by the National Council of Justice to present the Programme’s historical development. Further on, this paper makes a description and brief theoretical analysis of the main issues regarding the subject and its current regulation. Ithighlights as well the historical archives as part of the national cultural heritage. In the end, the paper summarizes today’s state of affairs of the Programme establishing considerations and challenges for Records and Memory management in the Brazilian Judicial Branch.

Resumo Este trabalho, apesar de não tratar diretamente com materiais orais, procura traçar princípios metodológicos para a documentação e análise da apropriação da lírica popular, de caráter eminentemente oral, nos chamados poetas cultos do Renascimento português. Para isso, a partir dos pressupostos de Frenk (2006a, 2006b, 2006c, 2006d), investigo não só o processo histórico de valorização da lírica popular como, também, algumas técnicas de apropriação dessa lírica pelos poetas cultos. Após isso, volto-me para o mote de origem popular Coifa de beirame/Namorou Joane, desenvolvido tanto por Camões quanto por Caminha, para enfocar a movência dos versos populares durante o período renascentista, que circulavam nos salões aristocráticos na pena e na voz de diferentes poetas. Por fim, volto-me para a relação oralidade/escrita, além de elencar outras formas de apropriação da lírica popular a partir da pesquisa de Romeralo (1969). Perpassa todo o trabalho, todavia, mesmo que indiretamente, o objetivo de contribuir com instrumentos metodológico-analíticos para a verificação dos vestígios da lírica popular e tradicional na poesia designada como culta. Além dos trabalhos de Frenk e Romeralo, são importantes referenciais teóricos do artigo as contribuições de Lemaire (1987, 1992) e Zumthor (1993, 2010). Palavras-chave: Lírica popular. Renascimento. Poesia culta. Oralidade. Escrita. Metodologia. Abstract In spite of not directly dealing with oral materials, this paper seeks to draw the methodological principles for documentation and analysis of popular lyric appropriation that by nature is oral, on the so called enlightened poets of the Portuguese Renaissance. To that end, beginning with the assumptions of Frenk (2006a, 2006b, 2006c, 2006d) I look into not only the historical process of popular lyric appreciation but also some techniques of appropriation of this lyric by the enlightened poets. After that, I turn to the originally popular theme Coifa de beirame/Namorou Joane, developed by Camões and by Caminha to focus on the moving of the popular verses during the Renaissance period, that moved around in the aristocratic saloons of the different poets’ feathers and voices. At last, I turn to the oral/written relation, as well as listing other forms of popular lyric appropriation from Romeraldo’s research (1969). Even not directly, all along this paper the aim to contribute with methodological-analytical tools to verify the traces of the popular and traditional lyric in the designated enlightened poetry. Besides Frenk and Romeraldo’s works, Lemaire (1987, 1992) and Zumthor (1993, 2010) contributions are important theoretical references in this paper. Keywords: Popular lyric. Renaissance. Enlightened Poetry. Orality. Writing. Methodology.

Este trabalho é um relato de experiências obtidas no ano de 2019 durante a execução do projeto “Eficiência Energética na Escola” com uma turma do Segundo Ano do Ensino Fundamental de uma escola localizada em Bagé, Rio Grande do Sul. As ações extensionistas foram promovidas por discentes, docentes e técnicos-administrativos em Educação, vinculados ao Curso de Graduação em Engenharia de Energia da Universidade Federal do Pampa, Campus Bagé. O projeto almejou sensibilizar educandos da Rede de Educação Básica para a concretização de uma cultura voltada ao uso eficiente de energia elétrica. Sob a colaboração dos professores responsáveis pelas turmas, as atividades propostas contemplavam apresentações, discussões, jogos e demonstrações práticas em sala de aula sobre a temática de eficiência e conservação energéticas, e sobre eletricidade aplicada. Este trabalho detalha os procedimentos realizados e as estratégias de ensino-aprendizagem adotadas, como métodos tutoriais, estudos dirigidos em pequenos grupos e práticas pedagógicas gamificadas. Os resultados são discutidos e detalham principalmente as mudanças de hábitos para um uso mais racional da energia elétrica observadas durante e após a execução das ações extensionistas. Essas ações estimulam o interesse pelo Ensino Superior no ambiente escolar; aprimoram a rede de colaboração entre Universidade e escolas; e apoiam a Rede de Educação Básica. Com isso, fomenta-se a divulgação científica e tecnológica, demonstrando o papel e a importância da Universidade para o desenvolvimento local e regional. Palavras-chave: Eficiência energética; Escola; Engenharia de Energia; Educação Básica Promoting conscious and sustainable consumption of electric energy through a university extension project for elementary education Abstract: This paper aims to report the experience from the project named “Energy Efficiency in the School” with seven-year-old students in a Second Grade classroom in a school located in Bagé, Rio Grande do Sul State, Brazil. In 2019, university extension activities were promoted by students, professors, and technical-administrative employees who work in the education field at the Undergraduate Degree in Energy Engineering at the Federal University of Pampa, Bagé Campus. The project goal is to sensitize Basic Education students to build a culture based on the efficient use of electric energy. In cooperation with the classroom teachers, the proposed activities embrace presentations, discussions, games, and in-class practical demonstrations on energy efficiency and conservation, as well as applied electricity. This paper details the procedures performed by the project team and the learning strategies used in the classroom, such as the tutorial, small-group, and game-based learning techniques. Results are discussed, emphasizing the lifestyle changes for the efficient use of electric energy verified during and after the university extension activities were carried out. This project motivates elementary school students to pursue Higher Education; enhances the collaboration between University and schools; and supports the Basic Education. Thereby, scientific and technological knowledge is disseminated, demonstrating the role played by the University in the local and regional development. Keywords: Energy efficiency; School; Energy Engineering; Basic Education

The general aim of this research study is to detect needs and possible areas of improvement in the Basque education system. To this end, this paper describes and compares the discourses of different informants, using a qualitative methodology based on a census sample of secondary schools and students in the Autonomous Community of the Basque Country (ACBC). Although our research is located in a specific geographical and cultural context, the detailed contextualisation of the study may shed light on an international level and may be transferable to other contexts that come close to the characteristics described in this article. Thus, a total of 18 secondary schools from the ACBC were selected in accordance with their effectiveness level, calculated on the basis of the results obtained in the Diagnostic Assessments (DAs) across five years. Likewise, professionals involved in the study (18 inspectors, 18 management teams, and 50 educational agents) identified certain priority areas, such as teaching-learning methods, promoting diversity, fostering an evaluative culture and leadership, resource provision, stability of the teaching staff, relationships with families, and optimisation of constructive conflict resolution. This research can help to carry out other research on other education systems based on the dimensions analysed in this article, as they have been found to be a priority for educational agents.

This paper aims to analyze the process of recognition and validation of prior learning, a public policy measure meant for the low schooling adults in Portugal. This analysis is the result of a qualitative research based on semi-structured interviews with professionals responsible for implementing the process and on biographical interviews with adults certified through this process. The empirical data collected allowed us to identify some elements of innovation in the process of recognition and validation of prior learning in Portugal. This paper analyzes two elements of innovation: on the one hand, the use of the biographical method and life histories; and, on the other hand, the monitoring provided by the advisor and teachers, recognition and validation. In our point of view, the identified elements of innovation contribute so that the process of recognition and validation of prior learning, oriented, from the political point of view, increases the educational qualification of adults, presents a training potential in the adults involved.

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.

This paper reflects upon the possibilities the public university in Brazil offers to promote actions for the consolidation of an area of emergent studies and practices called Early Childhood Education in Rural Areas (ECERA). The objective here is to discuss experiences in the light of Teaching and Research in the realms of the Federal University of Campina Grande (Universidade Federal de Campina Grande – UFCG), which, via professors-researchers, has contributed for the construction of knowledge and for the strengthening of practices directed to the mentioned area since 2010. The paper also enlightens advancements and situations the University needs to solve in order to consolidate the commitment for knowledge construction and for social transformation. To do so, historical aspects related to the organization of the ECERA are discussed and action regarding ECERA is taken, mainly involving Teaching and Research at UFCG. It is already possible to foresee the presence of ECERA in Teaching and Research carried out especially at Unidade Acadêmica de Educação (UAEd) [Academic Unit of Education], associated with Centro de Humanidades (CH) [Humanities Centre] of UFCG. However, some other actions must be taken in order to reinforce the ongoing action and to advance in different directions relevant to the university, just like the Extension.