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Special Education in Brazil has historically been shown to care for individuals with disabilities. The students with high potential are in the schools, but with little visibility and recognition. It’s concluded because the students in conditions of high abilities/giftedness and disability are less contemplated by special services. This paper aims to revise publications about the twice special educational needs (TSEN), talent and visual impairment, in 2002 to 2012, as well as to consider concepts about talent and visual impairment and also to reflect about TSEN. The Bibliographical and Documental methods were used. For this, it was proceeded searches in specialized books, Brazilian educational documents, and papers published in periodic. The results were: in eight papers searched only three ones were considered relevant for the research purpose. The majority of the papers available in the sites weren’t in the complete form presenting only the abstract. It was revealed that there is scarce research about the thematic in Brazil, specifically, about high abilities/giftedness and visual impairment because it wasn’t found any works in the Portal de Periódicos da CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior). It is waited with this paper to contribute for the students with TSEN are recognized, in fact, by their high potential.

This paper aims to present a theoretical discussion about the concept of Professional Learning Community (PLC) and to relate it to the proposal of a school management model, focused on the teacher professional development aligned with the demands of the 21st Century. This paper also represents a case study which analyses the school management regarding the maintenance of a PLC in two schools in Finland. This initial study points to the need of carrying out an applied research in schools in Brazil so that implementation and its assessment can be done, beginning with a hypothesis that a PLC meets the demands for a school management model that can empower teachers, promote staff well-being, provide lifelong learning opportunities and consequently improve the quality of students’ learning.

Time, an essential category for discussion and reflection in educational institutions, is part of the main subject of this paper. The distinction between school institution and educational institution is important for these reflections: the first institutions we understand as school, focus of this paper; and the second we comprehend any institution that offers education to a person, as a family. From this perspective, we discuss this concept covering different facets that make up the educational institution and the school institution; time and chronological time, the time hidden in schools, the learning time of students and the teacher's teaching time. The questions presented: How can we rebuild this time without the time determined by society? One might think of the school without this timing control? What is proposed, in fact, is the realization that one can not unilaterally deduct the time from school or school from time and, to overcome this issue, it would be better to start rethinking this category. We saw that the control the rhythm of time that things should be happen, is a reflection of the organization that the man wants to have all the time, with chronological time. From the reflections presented, we conclude that having students and teachers as "hostages" of the condensed time and not thinking, there is in a different way of conceiving the routine at schools.

The paper presents aspects of learning by experience from the life experience and teacher training Jailton. Draws attention to the fact that the spaces of initial and ongoing training are essential in the formation of a teacher, but are not the only ones.The research that is part of a broad movement of research and training that adopts the biographical approach to epistemological perspective on learning from the experiences of the subjects. This approach provides the teacher faced with the construction of their identity and this is a way to deepen their reflection on teacher training. Research focusing on this approach are scarce in the area of Teaching Chemistry. In this paper we show that the teacher builds knowledge over the course of his life and work and a lot of knowledge does not come from academia. He will learn from our experiences, successful and unsuccessful, and builds knowledge references that will help assess future situations. Also, what teachers learn in the academy becomes useful only when he experiences this learning, at the time put into practice what they learned adjusting to their reality in the classroom.

This paper addresses current issues that have concerned Physics Teaching researchers, particularly with regard to teachers’ education, from the perspective of theoretical and political aspects. Starting from reflections about the current conjuncture of educational policies and the meaning of being a teacher nowadays, the paper analyzes some public actions and policies implemented by the Brazilian Culture and Education Ministry (MEC), whose conceptions imply directly in teachers’ education, in a context driven by the high demand for Physics teachers. Some reflections about the Institutional Program for Teaching Initiation Scholarships (PIBID) are performed, as well as about the policies to implement undergraduate teaching degrees in the Federal Institutes of Education, Science and Technology (IFs) as teachers’ education institutions. This analysis considers the implications of such processes for teachers’ education in general, and Physics teachers’ education in particular. The analyses are carried out based on the legal documents which regulate such actions, seeking to reveal conceptions about teacher’s education. It also intends to understand how these proposals were build, and to which extent civil society and its organizations participated in the process, trying to interpret the meaning of facing challenges that, sometimes, can mask the actual field where the disputes should or should have been held – in other words, the parliamentary and other governmental decision spheres.

Youth and Adult Education (EJA) is a basic education modality which constitutes a space with distinct characteristics of regular education. Such characteristics are due to the public which it is destined to: individuals with education delay who seek the completion of elementary education to keep in the race against exclusion in our competitive society. This study aims to understand the expectations of youth and adult students from a teacher’s experience and establish a connection with the curricular options of this modality of education. Thus, this paper discusses the history of EJA and the diversity of its public. The diversity and expectations of students from this modality of education will be analyzed through texts produced by them, analyses that guided the elaboration of two activities carried out in the classroom. The paper defends the importance of the teacher’s consideration on her/his aims, as well as the school’s and students' goals, with regard to Biology teaching, to adopt curricular options. One concludes the materials produced should consider the specificities of EJA and its public, besides contributing to the understanding and use of scientific language and to build an emancipative pedagogy which is, indeed, socially transformative.

Since the 1980s and, more evidently, from the 1990s on, the Sociology of Childhoodhas increased and consolidated itself as an important theoretical frame for thinking through little children’s education and cultural universe. Researches from Portugal, France, and England, among other countries, show the contributions and the relevance of this area, considering different themes and theoretical arrangements. This paper tries to put together different works on the Sociology of Childhood aiming to sketch a map of their main themes and assumptions. In this paper the theme of children’s protagonism is approached according to the idea that children are social actors and that the concepts on what is a child or childhood are socially constructed. The socialization processes are also discussed and questioned, since they allow the (re)configuration of rites and rituals, producing the so called children’s culture(s). These themes put, in the end, a challenge for the Sociology of Childhood: how can we develop adequate methodologies for researches involving children, in order to improve what we know and what we do with and for them?

This paper is part of the reflections performed on the development of the Ph.D. thesisdefended in 2005 and 2008 at the College of Education, in State University of Campinas.Our aim was to explore the methodological application process of Data EnvelopmentAnalysis (DEA) in the performance evaluation of primary and lower secondary educationin public schools. One of the characteristics of DEA is to make possible the constructionand data analysis, respecting each school data separately, and at the same time, tobuild an efficiency border for each school, based on criteria which are not arbitrary orstrange to them. Each school has their own resources (infrastructure, number of teacher,support technical, library, etc) and these resources should obtain some results (rate ofapproved students, student’s proficiency, reduction of the violence inside of school, etc).DEA allows an observation of this relation resource x results inside of a school andsimultaneously it’s possible to observe it compared with the set of analyzable schools.Two important methodological decisions were focused on this paper: DEA modelorientation and the use of weights in the educational data analysis. Following thus, it’sshown an operational synthesis to apply the DEA. We conclude that DEA can becomea practical and useful tool for manager’ schools, mainly because it relates resourcesand results, related to other data, in a simple and useful way

This paper presents a qualitative review of research on science capital considering 51 studies with topics related to this concept, between 2015 and 2021. In addition to the increase in research evidenced by the number of publications on the topic during this period, and the dominance of the United Kingdom in leading research in the area, we observed that topics associated to science capital vary from choosing careers in science, identifying with science and promoting a science culture, to the role of school in developing science capital and the ways to evaluate it. It is common for science engagement, associated to science capital, to be seen through the alignment of three important Bourdieusian concepts: capital, habitus and field. In this sense, due to the relevance that the topic has had in science research, we assert the importance of a systematic review that can provide an overview of current investigations involving science capital.

The aim of this paper is to contribute with the questions about the Mathematical learning/teaching process at elementary school presenting a positive point of view from the pupil’s mathematical mistakes in sense that the ones could be take as a methodological recourse and as a guide of the pedagogical practice by the teachers. So, this paper presents a theoretical study about the mistakes, passing by a brief historic about the researches involving this theme around the world and point since when this theme have been studding in Brazil. Deals also with a valuation culture attacked by the teachers and the school agents. Key-words: Mathematical Mistakes; Mathematical Valuation; Pedagogical Practice.

This work presents some aspects of singular and singularized experiences of formation, lived and narrated told by an actor as clown, and establishes connections with other voices, marked by invention of ways of life (DELEUZE, 1965). In the trajectory of construction of the clown “Xuxu”, at the same time, the paper of invention in the construction of subjectivity and the paper of others as an opening to possible worlds are evidenced. (DELEUZE, 1974).

Usually, one investigates marital violence, children victimization, and school violence in an isolated way. The aim of this paper is to highlight the relationship between domestic violence and school violence, suggesting actions to deal with these serious issues. With this goal in mind, two studies are described in this paper. The first one evaluates if boys who behave aggressively in school, in comparison with their non-aggressive peers, have more incidence of domestic violence exposure and victimization. The second study investigates if exposure to domestic violence and child victimization are factors associated with bullying. These studies indicated that there is a relation between the violence experienced in these two contexts; however they emphasize the need for further investigations with more participant and longitudinal studies. Teacher in-service training is suggested, aimed at: identifying students living in families with a history of domestic violence; supporting teachers and principals in case of disclosures in the school setting; social skills training for students; class discussions about healthy and non-violent family relationships and, psychotherapy referral to students who are victimized.

The aim of this paper is to present a preliminary information about the implantation of the municipal law n.5.081 sanctioned in the Piracicaba municipality from December 19th , 2001 in the course of Worker Party government which text approve the association between public and private sectors. In this paper, implantation means the government action to introduce, insert and institute the educational propose, in this case referring to “Bolsa Creche” program.

This paper works on contributions of Historical Critical Pedagogy and Marxism to the concept of integral education making a comparing them with the education policies in Brazil. Sometimes the official educational programs in Brazil don’t make a clear distinction between integral education and full-time education. In order to improve the results of evaluations of public educational systems in Brazil, the government is extending the daily school time. However, the causes of the insufficient results obtained by the schools in evaluations are considered external to the pedagogical practice and the extension of daily school time is not organized with the aim to improve the learning of school contents. Instead of this, the extra time has been utilized for activities organized with the intention to solve extra-escolar social problems or just recreational activities. The result is not a better learning of school knowledge but, instead of that, at the end of the journey, the pupils didn’t have time to do their homework. The historical critical perspective disagrees of this misconception of integral education and defends pedagogical measures in order to improve the teaching and the learning of school knowledge. Keywords: Integral Education. Full Time Education. Historical Critical Pedagogy.

The paper presents and discusses the Programs More Education and the New Model of Fulltime Education of São Paulo state. The first was established by the MEC in 2008- through agreements with states and municipalities- and the second, by the Secretary of education of São Paulo state in 2012. Both extended the students school day, adopting different models, but converging at some points. The study analyzes the programs considering: the stated objectives, the target audience, the concept of integral education, the presence of the private sector, the selection of schools, professionals involved and sources of funds. We used as a methodology to analyze regulations and official documents, as well as consultations with secondary sources. To obtain the data, we used primary sources - regulations and official documents, and secondary sources, analyzing the content of the documents. In addition, an interview with a public manager was also used. It should be noted that the State Program establishes the differentiation between professionals of the same network, meets a very small number of students with conditions infrastructural qualitatively superior compared to regular schools. The More Education Program covers the priority schools, and promotes "selection" of students from the criterion degree of social vulnerability. Keywords: Integral Education. More Education. New Model of Fulltime Education - SP.

This paper aims at reflecting on school, multiliteracies and technologies in contemporary society. To this end, we describe and analyze a learning project carried out with a ninth grade class in Portuguese Language classes at a public school in Porto Alegre, Brazil. The project focused on multimodal discourse genres such as Youtuber video and written dissertation. We highlight the importance of working with the promotion of multiliteracies in the school that is committed to the formation of citizens that are able to circulate critically through the cybercultural and mediatic spheres inherent in the network society.

This paper takes as its starting point the creation of a Common National Base Curriculum underway in Brazil, to discuss traditional and technologic bases of curriculum thought that support this policy, when analyzing three actions against the BNCC produced by representative entities of curriculum researchers. In this sense, focus our analysis on some of the actions produced by the Brazilian Association of Curriculum (ABDC) and the National Association of Graduate Studies and Research in Education (ANPEd): 1) the production of a dossier published in 2014 on the idea of National Base; 2) the campaign "You already have curriculum"; 3) the letter sent to the National Education Council (CNE) with an "explanatory memorandum against the Common National Base Curriculum". Understanding that the guarantee of cognitive justice is a precondition for ensuring social justice, it is the mister desinvizibilização those practiced curricula and thought in school everyday. We consider networks in knowledge production and the need to bring about practices and thoughts in a post-abyssal perspective.

Considering the inclusion of Special Education students in High School, this study was characterized as a systematic review, which analyzed the studies published in the Ibero-American Journal of Studies in Education, between the years 2006 to 2015. The descriptors used for the search were: High School, Special Education, Inclusion, and Person with disabilities. The results showed that among the 400 papers published in all editions; only two works included the subject in question. One of them approached the inclusion of students with Down syndrome in primary and secondary education; the other discussed the teaching of Physics for deaf students. Therefore, it is necessary that scientific productions turn their attention to the modality of High School, since the Special Education students are managing to enter and have access to regular education, being necessary to analyze how is happening this process and how the school has been organized to contemplate them.

This paper covers the possibilities of learning in a non-formal environment named Unesp Aberta, in courses offered in a MOOC format, in an open, free and accessible virtual space, without tutoring or certification where the construction of knowledge is possible and witnessed from the interaction between students. To verify the effectiveness of this hypothesis, the research was divided into three studies. The first was to know the profile of participants in this environment, identifying who they are and what are their needs. The second was to ascertain the degree of satisfaction of students regarding the course, the proposed materials, the existing interactions and their perception about the learning obtained. The third was to identify mechanisms of communication and interaction between apprentices, based on discussion forums and other means. Methodological approach adopted was quantitative and qualitative, using two instruments: the non-participant observation of three discussion forums and a semi-structured questionnaire sent to all participants of the Human Sciences courses. The 675 questionnaires considered valid were quantitatively analyzed and, the postings made in the discussion forums and the answers given in the open question of the questionnaire, were analyzed qualitatively with the help of the Iramuteq software. The study provided the identification of the learners’ profile, the understanding of their perceptions regarding educational resources available and, regarding the general structure. In addition, it was possible to affirm that were found evidence of learning in the non-formal education environment analyzed.

The paper analyzes the factors that contribute to and / or constrain the autonomous and democratic management from the provision mechanisms for the position of school director, training and experience of this manager on the performance of the duties. The autonomous and democratic management is an attribute of the school management stated in the LDB/96 favoring the expansion of the participation in school decision-making process, as well as the transfer of the decision-making power to the school level, with allocation of resources of different nature. Were investigated eighteen municipal elementary schools in six pole municipalities of the State’s mesoregions, being one small size school, one middle size school and one big size school in each of these counties. The research concludes that the direct election for the position of school director, a mechanism that, according to some authors, contributes to broaden participation in school management, has not been introduced to all schools of Santa Catarina state. Training and experience seem favorable to the performance of the director’s duties. However, it seems not to generate a differential to the institutionalization of autonomous management. The research points to challenges to be overcome in the search for the institutionalization of the democratic logic that favors discussions around the directive issue.

This paper discusses about management and school inclusion of students with disabilities who are living under institutional care conditions. The themes are relevant given that there is little research that aims to relate them. Therefore, this study aimed to investigate and understand the reality of educational management on the inclusion of students with disabilities living in institutional care conditions. Some authors were selected to support this study, including: Lück (2006); Libâneo, Oliveira and Toschi (2005); Sousa and Paravidini (2013); Carvalho (2006); Tezani (2010); Yin (2010); and Bardin (2011). This research was classified as qualitative case study. The instruments for data collection were semi-structured interviews and observations in the school the disabled student was enrolled in. The results point to a still deficient inclusive practice, and the school states that the support from the City Department of Education is still incipient in support to the work of school management in the provision of financial and human resources for the inclusion to happen. It can be observed that for inclusion to be effective, it is necessary a truly articulated work among all people involved in the process.

This research was developed having as objective to analyze the process of education learning, by students of Pedagogy when inserting and developing activities at school, through the Institutional Program Initiation of Scholarship to Teaching (PIBID/2012). For purposes of this paper, we treat the actions planned by the students during the participation in the Program; implications; the potential and limitations of these actions in its teaching learning processes. As data collection instruments, we used the questionnaire, the semi-structured interviews, observations of the meetings of PIBID and the visit to schools where five graduation students used to study. The survey data allowed us to find that although they have gone under changes, most of the actions set out in Subproject PIBID Pedagogia for students were effective in practice; the students experienced the school of exploratory and participatory way; They were present at meetings, workshops and academic and scientific events, favoring the teaching learning, some afforded more intensely (on the educational context, students and their characteristics, to teamwork, to deal with the unexpected) and other less (concerning the planning of teaching, content matters, ways of teaching and interaction with students).

The purpose of this paper was to analyze, from legal documents and discursive practices of the teachers, concepts of child, childhood, and curriculum. The research approach is qualitative. It's about a field research was performed data collection along with the legal documents and two teachers of early childhood education and two teachers of first grades of elementary school from the municipal education network of Blumenau, Santa Catarina, in 2014. The results of the research demonstrate the syntony of the speech of teachers with legal documents, the distance between the early childhood education and the elementary school. They also presented the strength of the statements of psychology and medicine in the discursive practices of the interviewed teachers and legal documents, the fragility on the conceptions of child and curriculum, of interviewed teachers and the intensification of the level of education, along with the extension of the craft of student of the young children. We realized that the discussion on curriculum does not cross the every day of interviewed teachers and, the child when making the transition from the early childhood education to the elementary school becomes a student. Keywords: Child. Curriculum. Early Childhood Education. Elementary School. Childhood.

This paper analyzes the profile and the impact of academic productivity in university students’ training. The application of questionnaires to 120 undergraduate students from three IFES Sciences centers was carried out and analyzed based on the process of semantic categorization supported by critical perspectives. The data reveal that there is a high index of participation in scientific events and programs for undergraduate research, which confirm the valuation of scientific research. Although this, the social, cultural and political formation of student is deficient, considering the low participation in formal and informal groups, and the low index of traineeship. This fact may indicate a possible expansion of individualism based on competition on campus.

This paper brings a initial discussion about brazilian education quality, obtained through the IDEB - Índice de Desenvolvimento da Educação Básica (Brazilian Education Development Index). This work was drawn from a qualitative approach together documentary and bibliographic analisys, using IDEB data, illiteracy rate, GDP per capita, GDP and Human Development Index (HDI) of brazilian states. These indicators was shown without pretension of statistical analisys, but urging a thinking/problematization for to understand that the education quality depends on many factors like social and economic conditions of students , which requires effective public policies for improving for everyone.

This article represents the final work of the Post - Graduation Course: "Specialization in Teaching and Learning Assessment", offered at a University of private network in the municipality of Presidente Prudente / SP. The purpose of this paper is to present how the discipline of Architectural Design, specifically, the course of Architecture and Urbanism offered by that university, needs and depends on an interdisciplinary organization, involving all disciplines of the curriculum of the course grade. To develop this study, we chose to bibliographic and documentary research and research methodology. In literature the main works were consulted: Farm (1999, 1979), Morin (2007), Japiassu (1976), Luck (2001), Freire (2009). By analyzing the documents was adopted as reference the pedagogical project of the Architecture and Urbanism Course and guidelines support the structuring of undergraduate projects in Architecture and Urbanism area. As main results, it was concluded that the discipline of Architectural Design needs this interdisciplinary, involving all other course subjects because a Architectural Design also depends on a whole learning about different areas to achieve them.

Using the approach deconstructive discourse, this paper reflects on the national language policy conveyed in the Portuguese National Curriculum (primary school) - whose speech is translated into a sophisticated method of control and in an effective way to manage change (LAWN, 2001, p. 117), in order that "every system of education is a political way of maintaining or modifying the appropriation of discourses, with the knowledge and the powers they bring with them "(FOUCAULT, 2008, p.45).Through this approach, we intend to present and discuss the results analyzed, whose focus is on the representation (s) ID (s) and competencies built for the teachers in this discourse, social representations of the profession of teacher in contemporary Brazilian society, marked by events that follow the dictatorial period, therefore, the country’s democratization and modernization of the state before the demands of the globalized worlds.

This paper aims to investigate how the issue accessibility, inclusion and assistive technology have been worked in scientific researches of the education area. With goal to answer the question: how representative is the scientific production carried out on this subject? We consider the bibliometric research an appropriate methodology for the study and we used a group of thesis based on the area of education, structured by Group of Studies and Research on Innovation in Education, Languages and Technologies (Grupo Horizonte). At the end it was concluded that, although the themes are essential to the educational field of knowledge, few researchers deal with the subject, especially regarding to the use of assistive technologies in schools or in the perspective of accessibility.

In the current design of School Physical Education the figure of the teacher should represent the mediation between knoledge and the teaching-learning process. So, thinking about the importance of the role that Professional in motivating students to participate in physical education classes, this paper aims reporting these experiences in building a concepto f physical education to arouse student’s interest in knowing it and the habito f practicing it. In this sense, our goal is to investigate and compare with schools in Pitangueiras/SP and Jaboticabal/SP cities, the motivational level of students in 3rd grade of High School in Physical Education classes, from the official curriculum implemented by the Department of Education of the State of São Paulo (ESS/SP) in 2008.

This text has focus on the articulation between the Special Education and the Rural Education. Precisely, it seeks for introduce the Political and Epistemological scenarios of the interface between the two mentioned education modalities in Brazil. Therefore, the clarified ideas in this work were organized in three moments. First of all, it was selected precepts provided by the Brazilian political-normative documents related to Special Education, Rural Education and the interface between both. In the next step, this paper indicates a brief overview of the production of academic knowledge based on data provided from doctoral dissertations, master’s theses and the performance of studies group of the subject. Finally, it is established approximations between the Special Education and the Rural Education and also it is beckoned for some Political and Epistemological challenges for the interface between these education modalities.

This paper presents a development methodology about gamification systems, in which discuss the learning in these media from entertainment, concept defined as Edutertainment. By employing gamification in this type of production, it is believed that the investigation must be focused only on the playing techniques. However, from a literature review, it was found that the focus should be on the player, considering their feelings and real motivations to stay in the system. As a result, it is providing a comparative overview on the theories of Bartle (1996, 2005) and Marczewski (2015) with the main differences between player types in gaming environments and gamification systems, especially with regard to motivational strategies in the context of education.

This paper shows some of the results from a doctoral research on the educational and school managers training to the beginning of XXI century, in the context of decentralization and trends of educational reforms in Latin America at the end of 1980s and 1990s. Guided by a qualitative, bibliographic and documentary research, the methodological procedures had reference in studies conducted by international organizations, such as: UNESCO, ECLAC and ILPE as well as scholars from different management paradigms, considering the Latin-American education systems’ needs. In Brazil, we sought to understand the requirements of transformation of local competences in planning and educational management after implications and managers training initiatives within this new reality. Therefore, it was analyzed for comparative purposes, three educational and school managers training programs in public schools: Management Circuit Program; Distance Learning Program for School Managers and the Managers’ School Program of Public Basic Education. It was intended to identify the trends of each program for educational and school managers training, with a view to the changes occurred in our society and education and the requirements to acquire new skills and abilities. As conclusion, the research indicated that although the training programs have originated from different instances and explain various guidelines, everything converges to the same set of skills in educational and school managers training.

The aim of this paper is to present a reflection on the specifics of teaching Portuguese as a Foreign Language (PLE) both in the context of immersion and outside it, from the observations carried out in two stages: first, the practice of a teacher PLE will be described in immersion situation at a university in the state of São Paulo, Brazil; and then practice the same teacher in a course of PLE out of the immersion context, at a university in Spain, in a provincial capital. In this sense, the teaching practice will be analyzed from a teacher of PLE in immersion situation and beyond when the didactic and pedagogical treatment of the inseparable relationship between language and culture within an intercultural communicative approach. It is a qualitative research in which it is a case of state, showing the practice of one teacher (research subjects) in two socio-historically different contexts, but with the same approach. The survey results indicate that the teacher's practice in non-immersion context had to be re-signified to enable PLE learning in such a context. In fact, the teacher had to redefine their practice and deconstruct a belief and turn to the theory, according to their didactic and pedagogical and linguistic concerns, finding that the examination of social, historical and cultural data should always be the guiding and / or determinants as regards the teaching of a foreign language, in particular PLE out of immersion.

Despite the recognition of the need for change and the constant production of studies on initial formation, the degree courses still have questions that need to be discussed. These issues are related to the difficulty to overcome the lack of teachers in basic education and the type of formation offered in undergraduate courses, which does not seem to meet the current Brazilian educational demands. This paper presents data from a qualitative study conducted with coordinators of seven higher education institutions in the state of São Paulo. Despite the different institutional realities presented in this work, the difficulty of effectively contribute to the formation of chemistry teachers is common to all the institutions. Lack of interest in initial formation teacher’s courses, evasion problems, relationship between the initial formation of chemical teachers and chemistry’s professionals and the lack of commitment of teachers marked the reports of the coordinators of the courses.

This paper aims to reflect on the educational process of young people deprived of their freedom, analyzing the conceptions of adolescence and youth and violence from teachers who teach and taught classes in the centers of Unidades de Internação da Fundação Casa (SP), from the perspective of human rights and the disease process of teachers. It is a qualitative study, which used semi-structured interviews with teachers from four centers of Unidades de Internação da Fundação Casa São Paulo state. Results showed that the educational logic is configured as similar to regular education offered in the schools integrated into the community, which shows some difficulties to provide the rights to education to young people in custody. The space of schooling seems to be stressed by explicit and implicit forms of violence experienced by / the students / as and by / the teacher. In the last case, the suffering has been configured in a disease process and or adaptation, as ways of survival at work. Once understood the rights, and confronted them with the practice, it is noticed that there is a need for a proposal of teaching and learning articulated in the context of deprivation of liberty. It makes sense to them, given guaranteeing fundamental rights to human dignity. Keywords: Youth; Schooling; Loss of Freedom.

This paper inserts itself on the debate about the Descolonial reflection, which has been carrying out a fundamental epistemological movement for a critical and utopic renovation of social sciences in Latin America in the twentieth-first century. This scenario composes the context which includes Popular Education as a pedagogical proposal in the twentieth century as opposed to the processes of domination inaugurated in Latin America from its 'discovery'. The contemporaneity of Paulo Freire thought as an epistemological reference for the construction of a liberating praxis and its articulation with the Descolonial reflection will be our analysis axis so as to promote a dialogue between them in order to seek a conection between their educational proposals / policies / organizational empowerment in the Eurocentric mirror.

Working with personal archives of teachers has expanded the ways to realize professional careers and allows visibility of pedagogical practices developed in the daily school. The aim of this paper is to understand the school relationships that go beyond the classroom and open up possibilities for the pedagogical practices in public schools in Minas Gerais in the century XX. It was used documents, personal writings, photographs and a series of records about professional career of Djanira Vaz Pereira, a teacher-former director of the Melo Viana School. The storage of documents suggests more than a systematic concern for the preservation of the academic past, appears to make sense of this constitutive material itself, which has in the dialogue between building self-image and scenes of daily professional work. The study takes us design our eye on the place and the importance of working with personal archives of teachers that make their own records, a legacy to understand education. Keywords: Personal Archive; Autobiographical Writing; Teachers Archive.

The paper discusses the current context of teaching in the country, highlighting the difficulties faced by teachers in the exercise of their profession, generated by educational policies geared to external evaluations. Given this, many teachers have felt the loss of autonomy and professional identity, resulting in the teaching deprofessionalization phenomenon. The objective is to reflect on public policy to encourage initial teacher education, the PIBIB (Institutional Program Initiation Purse in Teaching), in the current context of teaching deprofessionalization. For this, we present a theoretical reflection based on Françoise Lantheaume, Claude Lessard, Christian Maroy, Marli André, Bernadete Gatti, Dalila Oliveira, Isabel Lelis, among other authors. It points out that the PIBID, although it is a policy linked to the Education Development Index (IDEB), can promote the initial training of teachers in a critical perspective. Keywords: teacher deprofessionalization; initial teacher training; PIBID

This paper aims to describe and analyze some data from an extension project and research titled “The narratives of the self and the effects of affirmative action policies to black students who need of affirmative action and Africans." We have as central issues of our work the following questions: What do the students who need of affirmative action and not unitholders know about the quotas? What do the various African groups who are at university know about the quotas and their experience as a student in the Alagoas’ State? In methodological terms, we use some procedures and instruments of action research to raise our diagnostic procedures and social intervention. It is concluded after investigation that the affirmative action policies in college should be the subject of constant debate whether in academia or in society. There is ignorance on the part of students who need of affirmative action, not unitholders and africans student about the racial quotas, the policies of affirmative action and the collective human rights achievements and socio-historical character.

In this paper approached the question the field education as a potentiality for greater participation of the families of students in the organization and daily life of schools in rural settlements. In many cases, urban educational standards are reproduced uncritically on peasant territory. Thus, the school becomes an alienated and alienating element before its spatial context and struggle of the settlements. The work is based in the investigative experience in Paulo Freire’ Educator School, located in the settlement Rodeo in the Presidente Bernardes City, in São Paulo State. To discuss the need for dialogue as forums on the field education and collective meetings with the school community, so that the school is effectively that peasant population, built and organized according to the demands of this location and territory. In this sense, communication and the construction of channels that care about dialogue so that the community can express themselves and be able to attend the school, are fundamental issues to be discussed at a prerogative which is based on democratic posture of the school.

The Constructive Alignment theory, by Biggs, relies on students’ self-construction of meaning by relevant learning activities. To accomplish this goal, teachers have to align four essential elements: curriculum, Intended Learning Outcomes (ILOs), methodologies and assessment. In this paper, we describe an implementation of a constructively aligned postgraduate course on active learning methodologies for basic education teachers. The syllabus was comprised of four well-established active learning methods: Predict-Observe-Explain (POE), Peer Instruction (PI), Jigsaw and Six Thinking Hats (STH). Students had to plan, discuss in pairs, perform a real active lesson with their own pupils and observe and provide peer feedback to their colleague. Assessment was carried out as the following forms: self-reflection, active lesson plan, peer assessment and self-assessment and one summative form: active lesson report. Each assessment evaluated distinct skills related to both specifics ILOs and learning activities. The results reveal that aligned assessment fostered learning, encouraged self and peer reflection, improved teacher feedback and promoted an effective collaboration among students.

Brazilian education has been facing a lot of challenges: one of them is the necessity of fostering the use of digital tools at schools on a daily basis, to help emerging or expanding the students’ reading competences from a culture of images in which students live in. From this perspective, this paper focus on describing the elements of cinematographic language that students involved on a project have appropriated after their participation in activities in which the main purpose was the production of short films, from the assumption that this appropriation has allowed them to be proficient in reading the film culture that is within in our society. To accomplish the objective, students answered a survey about three short films produced by them throughout their high school years. Data were analyzed in light of the theories of Habitus and symbolic Capital proposed by Bourdieu (2003 and 2005) and Neves (2007). The results have shown that students understood the cinematographic language that was taught as they have built references about it in the survey.

This paper shows the process of research and design of learning materials for flipped classrooms, an active teaching method that intends to switch from the traditional acquisition of content in class and to the assignments’ resolution at home. In order to choose the content to be addressed, we based our efforts on a research that indicated "Genetics" as a subject of difficult comprehension. With the use of digital platforms, some flashcards, quizzes, mind maps, video and a website were produced to create the materials and promote the flipped classroom values. It is intended to show that the flipped classroom is an applicable approach, placing students at the center of the learning process.

this paper we present and discuss global research and development activity of the School of Professional Teacher Education at Häme University of Applied Sciences in Finland. We also reflect about the key elements in leading research and developing potential in educational innovations concerning teacher education and international partnerships.

The aim of this paper is to describe distributed leadership practices (DLP) in order to know the point of view of the directors of primary education centers of the Community of Madrid, Spain. It has been framed in a quantitative methodology, and a descriptive study, with a pilot test; also, it has been constructed and validated the ad hoc questionnaire "Distributed leadership practices of the Principal school", that allows collecting the perception that develops the directors (as) in the context studied, and to know the relevance that they grant to them. The results found are very broad and correspond to the set of directors (as) surveyed. This research presents the results of the DLP, which refers to the responses given by the group of school directors in one of the four dimensions (DLP, Shared Decisions, Mission, Vision and Professional Development).

This paper was written in the form of an essay based on the experiments carried out in the teaching of the didactics course of the fifth semester of the undergraduate physics-teaching course, and of the second semester of the specialization in informatics applied to education, both from the Federal Institute of São Paulo, campus of Itapetininga, Brazil. Under the concept of educational “missions”, the didactic discipline, at both levels of education, was carried out almost entirely outside the Federal Institute, taking place in the field of teaching, that is, in schools. In the second half of 2017, we were in two state schools, being one of technical education, and one municipal school developing various teaching activities both in physics and computer teaching. In the end, it can be seen that the missions not only serve to bring schools closer to the place of teacher education, but also undergraduate and graduate students themselves can better understand the pedagogical theory, be its gaps or its ideas of reflection.

This paper aims to do a reflection on teacher formation in social sciences from a literature review of research conducted on this topic, considering the supervised training as a key in this process. Here we highlight particular aspects involved on stage in social sciences, on the one hand point to issues limiting the same, but on the other potentials indicate that this experience can bring to the educational process of the student. To do our analysis we consider both the actual route of Sociology in the school curriculum, this field of research is still incipient, as the debate on teacher formation in social sciences. We understand the supervised training as a fundamental element of teacher training, which therefore requires an accurate reflection within the field of knowledge that the future teacher will act. Finally, we note the significant gains that can be derived from the development of teaching practice in the field of Social Sciences.

The alliance between the Catholic Church and the medical field in the first decades of the twentieth century contributed to set up educational projects addressed to families through educational guidance manuals which aimed ensure, in different ways, the government of the Brazilian population. This paper analyzes the representation of such printed production in Brazilian society from the books: "Nubents and Spouses: marriage troubles", by Monsignor Alvaro Negromonte and the book "Make your child happy: the mental hygiene of children and adolescents", by Fernando Magalhães Gomes, M.D. These books had in common the production of na active social group in society, educated within the bonds of Catholicism and Mental Hygiene. The dialogue with authors like Chartier allowed for scrutinizing the books, considering the trasmitted content and rhetorical strategies (Bourdieu, 2007) used, but also the clues and signs left in its materiality emerge meanings equally important to the reading and analysis of this font.