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Introduction: Intrametropolitan migratory flows strongly interact with the production of urban space, dialectically articulating and conditioning the direction, the characteristics of migrants and the spatial transformations of cities. In this context, the article analyzes the changes in migratory flows in the 2000s articulated with the spatial restructuring as result of housing market in the municipality of Serra, located in the Metropolitan Region of Grande Vitória (RMGV) in Espírito Santo, Brazil. Objective: The aim of this paper is to analyze the changes in the sociodemographic profile of migrants associated with housing market and its rentier principles in accordance with local interests, which emerge through the elaboration of agendas, urban projects and the creation/modification of urban laws. Methods: We collected information about housing market production in the RMGV between 2006 and 2016, which allowed us to analyze the spatial distribution of this production and Serra's role in this region. For migration analysis, the most relevant migratory flows were selected from the microdata of the Brazilian Demographic Census of the IBGE (Brazilian Institute of Statistical Geography) of 2000 and 2010. After select the migrants, we focus on the sociodemographic characteristics, seeking to analyze the verified changes in each of the flows compared to each other. The data were mapped together with the average per capita income in the 2010 weighting áreas of census, which allowed analyzing the existence of a correlation between this information as well as identifying new processes and trends present in the urban space of Serra and the RMGV. Results: The municipality has been the main migratory destination in Espírito Santo, including intrametropolitan exchanges. In relation to the latter, covering the period 2005-2010, the Vitória-Serra flow stood out, which was the one with the highest volume and contributed decisively to Serra present the largest intrametropolitan migratory balance in the RMGV. Also noteworthy are the changes in the sociodemographic profile when compared to previous periods, due to the significant increase in those with secondary and higher education and with higher incomes. It was identified that the main element for the change in the profile of Vitória-Serra migrants was the expansion of the formal housing market, which ended up not only restructuring the city's urban space, but also attracting migrants with new sociodemographic characteristics, especially from the Vitória. Conclusion: We show that the increase in housing market production in Serra is generating a spatial restructuring of the Metropolitan Region of Greater Vitória and has changed the profile of intrametropolitan immigrants, conforming novelties to the historical exchanges between these municipalities, especially in relation to housing and place of work. [ABSTRACT FROM AUTHOR]

This paper aims to analyse in the pedagogical proposal of the National Service for Commercial Learning (SENAC) the principle of respect for aesthetical, political, and ethical values in the development of aptitudes for social and productive life. That is one of the principles of the National Curricular Guidelines for Vocational and Technical Education at Secondary Level implemented by the Ministry of Education and Culture (MEC). In a qualitative approach research, we carried a bibliographical and documental review of specific laws, MEC's and SENAC's official documents, and the SENAC/RN's technical documents and politicalpedagogical project. We realised that changes in the world of labour and in the flexible mode of capitalist production influenced such documents, demanding for better training for workers and compelling adjustments to educational actions and to stablish SENAC Formative Marks as a set of attributes that concern technicalscientific competence, critical vision, and a collaborative, sustainable, and entrepreneurial attitude. [ABSTRACT FROM AUTHOR]

A variable that runs through almost all Brazilian Portuguese dialects is the alternation between the pronouns 'tu' and 'você' to refer to the interlocutor, a phenomenon that has been addressed in by researchers from different theoretical perspectives, including Menon (2000), Corrêa (2002), Lorengian-Penkal (2004), Lucca (2005), Dias (2007), Lopes (2007) and Franceschini (2011). This paper aims at focusing on this alternation in the in the variety of Portuguese spoken in Rio Branco, Acre, with the specific purpose of examining whether this phenomenon is a case of true variation in which the selection of one of the variants may represent a mark of social identity by virtue of a possible assigning of prestige or stigma or whether, alternatively, it is a case of a truly functional choice in which both forms alternate to yield different discursive effects in terms of determining the reference to the second person. The investigation of 'tu' and 'você' departs from the database collected by the project Estudo da Fala Urbana de Rio Branco, which is composed of narratives of personal experience. This corpus was elicited and transcribed by researchers of the Grupo de Pesquisa Ecossistema Linguístico do Acre. The results point to an expressive predominance of 'você' in undetermined reference. When determined reference is at issue, the use of 'você' is preferred by informants with higher education level, and the use of 'tu' is preferred by informants with elementary and high school education level. This distribution clearly shows the assigning of a prestige value to the use of 'você'. Some cases of reported speech utterances were identified which represent a context potentially accessible to different role relationships between the interlocutors involved. In this context, choosing 'tu' or 'você' is motivated by the interaction situation: 'você' is used to indicate distance and formality and 'tu' is used to indicate familiarity and informality. [ABSTRACT FROM AUTHOR]

This work presents reflections about the implementation and teaching/learning practices of the Portuguese (LP) as a second language (L2) of the Federal Institute of Bahia (IFBA), Campus Salvador, in the groups of the Deaf students Secondary and Higher Education in the years 2013 to 2015 and in 2018. This paper analyzes the challenges and possibilities to develop a work of understanding the linguistic-discursive practices for Deaf people. The notion of language is adopted here according to Bakhtin and Volochinov (2014) who see it as a phenomenon of a social nature, which materializes in the relation with the other and considers Libras as the first language (L1) of the Deaf (QUADROS and SCHMIEDT, 2006; ESPÍRITO SANTO, 2020). The methodological approach was qualitative (LÜDKE and ANDRÉ, 1986), of participatory observation. The analyzes indicated possibilities of a sensitive intermediation action (LIMA, 2019), of a differentiated work with deaf people in the medium and higher levels, respecting the Pounds as L1 and the LP as L2. [ABSTRACT FROM AUTHOR]

Research on the theme of teaching knowledge has shown that the complexity of events in the classroom requires more than just the mobilization of knowledge-teachers must build and reconstruct their knowledge on a daily basis. Thus, continuing education is a unique process of reframing the teacher's professional practice. The goal of this paper is to characterize the intersection between teaching knowledge and continuing education in Brazilian journals, using the method of systematic literature review. As a result, it was found that the area of mathematics is the one that makes the most use of this intersection, focusing mainly on secondary education. The studies also pointed out that the interface research between continuing education and teaching knowledge is polysemic and polyphonic, and it is not possible to identify theoretical and methodological trends. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the curricula of initial teacher training determined by the legislation originating from the National Education Council (CNE), with the outline of the curriculum proposed for the degrees related to the act of teaching in the final years of Elementary and Secondary Education, and aiming to understand the autonomy models, through the terminations of these documents. Typified as documentary research, it was analyzed in a qualitative way, using as methodology the analysis of the content in the following categories: workload, skills and necessary requirements in the documents with the aid of the qualitative analysis software IRaMuTeQ. With Contreras' ideas for the delimitation of the conditions of autonomy as a theoretical reference, the analyzes indicate that the laws are moving towards a reflexive autonomy, with a narrowing of the relationship between theory and practice. However, after these years, the guidelines include training aimed at the knowledge of basic education in a directive and not emancipatory way. [ABSTRACT FROM AUTHOR]

The present paper had the general objective of exposing and analyzing the context of the general averages of the National High School Examination (ENEM) by area of knowledge, through data collected from the website of the National Institute of Educational Studies and Research Anísio Teixeira (INEP), over 10 years (2009-2018). It presents a brief analysis of the trajectory of secondary education in Brazil, as well as the idealization, implementation and reformulation of ENEM and the way in which the evaluation of this exam occurs. We started from the quantitative approach using descriptive statistics as a method of analysis of the collected data and carried out an exploratory research about the survey of the following areas of knowledge, namely: Languages and Codes and their Technologies, Mathematics and their Technologies, Human Sciences and their Technologies and Natural Sciences and its Technologies. For the collection, we performed a critical analysis of the data, using the technological tool Microsoft Excel 2013, employing some descriptive measures through the arithmetic mean, variance and standard deviation. The data reveal a discreet movement in relation to the average grades in all areas of knowledge, with a noticeable gap in the four areas of knowledge between the minimum, average and maximum grades, which allows us to conclude that there is a data alignment, ie, little progress in education in quantitative terms during such period. [ABSTRACT FROM AUTHOR]

In order to examine the contributions of research in Science Education and the nature of these contributions to enable the insertion of Quantum Physics in High School, we review scientific papers about the teaching of Quantum Physics at this level of education. Altogether twenty three papers were found in national and international journals. We created five categories to separate the papers according to their goals. Although it has been checked several kinds of contributions, we point to the need for further research in order to mainly support the Physics teacher in High School. After all, he is who can actually mediate the insertion of the Quantum Physics in school. [ABSTRACT FROM AUTHOR]

The aim of this paper is to present the main results of research on the role of Spain's Grouped Rural High Schools (CRA-Colegios Rurais Agrupados) in strengthening the peasantry. From this perspective, the research methods were a survey and analysis of bibliographies related to the countryside and education, Spain, and, also, field research of an agency directly linked to the theme and of the CRAs themselves. While in Brazil the popular struggle for rural education strengthened during the 1990s, in Spain education for the countryside was institutionalized. As a consequence of demands made by interested parties, the system of Colegios Rurais Agrupados (CRA) was implanted. It was seen as a way to combat the disappearance of schools as a unique cultural reference for rural communities. However, this paper argues that the new form of organization has been unable to contribute to the development of the peasantry. [ABSTRACT FROM AUTHOR]

The objective of this paper is to articulate school writing practices and the new communication and information technology from the Internet, by searching a way of rethinking and redefining the text production patterns with which schools still deal. In order to explore such relationship, we propose a paper which points out how the use of some digital genres from cyberspace, such as the e-mail and the MSN Messenger, contribute to the construction of collaborative writing practices of some secondary school students. To do so, we will be based on Bakhtinian constructs of speech genres and on the Genre Situated Theory (ERICKSON, 1997; YATES; ORLIKOWSKI; RENNECKER, 1997; SHEPHERD; WATTERS, 1999; DEVITT, 2000) to understand what digital genres are and how they behave. It is an empirical research carried out with sixteen students and one teacher from a secondary State school located in the municipality of Campinas - SP. The students created a website to release a digital newspaper, and, in order to produce texts which shall be exposed in such newspaper, they make use of e-mail, and MSN Messenger. As a resource for a multimodal analysis of the students text productions over the Internet, we will adopt the semiotic metafunctions (presentational, orientational, organizational), displayed by Lemke (1995, 1998a, 1998b), to deal with the data generated by means of the registers of the several ways with which the students construct senses when they learn and develop texts collaboratively through the use of digital genres. [ABSTRACT FROM AUTHOR]

This paper results from a research aimed at analyzing the meanings assigned by Secondary Education senior year students to school, in an attempt to understand the peculiarities and purposes of their permanence in Basic Education. To this end, a questionnaire was filled in by students of public and private schools in 2013 in São Carlos, São Paulo (Brazil). Afterwards, meetings entitled as collective talks were performed with one group of these students in order to produce a reflection based on the results gathered from the questionnaires. When giving their opinion, the students revealed positive meanings and motivated attitudes towards the school. Nevertheless, they pointed out the shortcomings of school without diminishing its value. [ABSTRACT FROM AUTHOR]

This paper analyses the profile of youth in unfavorable social contexts who have achieved educational attainment in their secondary education. Attainment is here understood as the completion of the 3rd year of secondary education at the appropriate age, without having failed and/or dropped the school during the educational trajectory. We investigate sociological determinants of the educational attainment in unfavorable social contexts. We use micro-data from the Basic Education Evaluation System, 2011 edition. Despite contrary theoretical and factual predictions, we have found that many individuals in the most unfavorable social conditions achieve educational attainment. We observed that the family background influences, but does not define the educational attainment of the individuals. [ABSTRACT FROM AUTHOR]

This paper aims to present partial research findings of a doctoral thesis on the use of linguistic modality strategies. The investigation considers the role of modal operators in the negotiation process established by the relationship of the text producer with both the text content and the interlocutor. The analysis focuses on epistemic and deontic modal operators in paragraphs of opinion pieces written by 3rd year secondary students from a public school in Cascavel (Paraná, Brazil). This research is qualitative-oriented, using procedures of qualitative content analysis, following a descriptive-interpretive approach. The study is based on theoretical framework that focuses on analyzing real texts and examining specific linguistic resources, given the enunciation conditions involved in text production. It was found that students use strategies to mark their relationship with their own text and their interlocutor that fall in two negotiation categories: emphatic negotiation and attenuated negotiation, which involves illocutionary acts of strong and weak assertion, respectively. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyze ethnographic and sociologically some aspects related to the implementation of the Federal University of Southern of Bahia (UFSB), a multicampi institution with extensive coverage in the State countryside, region with lack of public Higher Education. From this context derives the interest in understanding who are the young students of Public High School in this region, the potential applicants of the vacancies, their families, their socio-cultural background the understanding they have of the arrival of the new university and their expectations of this schooling prolongation. To reach the aim proposed we use an interdisciplinary reading crisscrossing results of the ethnographic study in two of the cities included in the institution's coverage radius by loitering in the area, interviews with young people and their families were carried out, as well as autobiographies, and the results arising of sociological study extended to the entire region of performance of this University through the use of questionnaires. [ABSTRACT FROM AUTHOR]

The purpose of the paper is to present the history and format of a new graduate program in Biosciences (PPGBIO) within the Amazon region, situated on the campus of Oriximiná, located in western Para and linked to the Universidade Federal do Oeste do Pará (UFOPA). The PPGBIO is the second program in the Amazon region linked to the Committee of Biological Sciences (CBII) of CAPES, and it presents an innovative format with the co-supervision of professors from the Graduate Program in Neuroscience and Cell Biology (PNBC) at the Federal University of Para (UFPA) actingin association with the UFOPA professors. The authors first present the importance of graduate study for the development of the communities that foster it, clearly demonstrating asymmetries in relation to indexes of education and life quality in the Amazon states as compared to Brazilian states with the highest index of human development (HDI). They next indicate the path to implementing the PPGBIO in Oriximiná and Santarém, and then, finally, they discuss the results of the Interdisciplinary Program of Action (PAI) in supporting the deployment of the PPGBIO, the need to recruit students who are better prepared for graduate study, and the importance of offering to master students a graduate education of high quality, especially with respect to relationships with elementary and secondary school students. [ABSTRACT FROM AUTHOR]

Scientific papers dealing with the performance of students have been recently researched, particularly concerning improvements to the processes of teaching and learning conditions of study and educational institution. This study aimed to analyze the current need of the Federal Network of Technical Education on the issue of eradication of evasion and failure in technological education. Thus, questionnaires were administered on the socio-economic and educational level of students at the Federal Institute of Technical Education, Science and Technology of Goiás (IFG) - Campus Inhumas associated with data provided by school records related to approval, disapproval or disapproval for absences of students. After analyzing the responses from the questionnaires and notes taken during the years 2007 to 2010, it became evident the need for improvements to the Federal technical education as the creation of new institutions and courses in existing institutions, as well as the installation of new laboratories, equipment, infrastructure, and improvements in teaching procedures, hiring teachers and use of complementary tools for the monitoring of student performance in courses taken. [ABSTRACT FROM AUTHOR]

The paper presents the reflections and analysis of the work developed through the discipline of Supervised Internship II - School of Mathematics, Federal University of Rio Grande - FURG. The action was conducted with 30 students in a class of 1st year of high school in a public school education in the municipality of Rio Grande / RS in the second quarter of the academic year 2010, which underwent a different proposal from the current actions taken by their teachers, how to work through the creation of problem situations and the use of blogs to help any doubts arising from process. The text is a brief introduction to the action, context and process of integration in the school environment, the possibilities of using new tools for teaching mathematics, the teaching strategies adopted, the curriculum content and considerations work e the process of teaching and learning. [ABSTRACT FROM AUTHOR]

This paper analyzes the importance of including string literature as an auxiliary tool in the teaching-learning process. This analysis has reference to the Parâmetros Curriculares Nacionais (National Curriculum Parameters) - PCN, a guidelines organized by the federal government to guide the pedagogical action in elementary and high Brazilian schools. From this perspective, we show how the inclusion of the string literature in classrooms allows the teacher to work on new skills and new knowledge close to the students, including the overcoming of linguistic and cultural prejudices. [ABSTRACT FROM AUTHOR]

The Resolution number 3 of the Câmara de Educação Básica (CEB)/Conselho Nacional de Educação (CNE), published in 1998, June 26 (BRASIL, 1998), which established the National Curriculum Guidelines for High School Education, emphasizes the interdisciplinarity, in its 8th Article. However, almost fourteen years later, the reality in most of our schools is the adoption of a merely disciplinary methodology, vis-à-vis the difficulty related to educational planning activities of this kind. In this paper, we present a proposal of an interdisciplinary experimental activity that addresses the concept of surface tension, connecting physicists and chemists. The idea is that students determine the alcohol content of "cachaça" and discuss the concepts of surface tension forces between equal molecules, similar and different. [ABSTRACT FROM AUTHOR]

This paper deals with the professional technical education in Brazil and its interface with the high school level preliminary education, which prepares students for higher education (in Brazil called secondary, second degree or middle education). The study also analyzes its space in the Brazilian scenery, generally showing its relation with preliminary education since 1930, when the educational system was instated, to the current days. For that purpose, a survey was done both on the legislation concerning general education and the professional one, as well as the analysis rated by experts from that field. The survey shows that the professional technical education takes upon different forms and functions in the national scenery, according to the political phases, configuring itself as independent and distinctive from the preliminary education of high school level, sometimes sharing the function of preparation for the continuity of the studies and sometimes even taking over both possibilities. At the current context, the professional technical education has varied roles, i.e., it can take over the integrated model with the preliminary education of secondary level, regarding professional qualification functions and formation for the continuity of the studies. On the other hand, it can also accomplish itself at a distinct course, concomitant or sequentially, focusing on professional technical formation. It was verified the absence of the consensus about the outline of the professional technical education in the Brazilian educational legislation, even during a same government, developing models that are repeated independently of the management, which makes difficult the delimitation of the professional secondary education in the Brazilian educational system. [ABSTRACT FROM AUTHOR]

Sound production on musical instruments is a fundamental referent for the acoustics teaching in secondary and higher education. One main feature found amid established models for approaching acoustical phenomena in Physics is linearity. Indeed, researches in the field of musical acoustics indicates that most musical instruments involve fundamentally nonlinear processes without which one can not understand the operation of these instruments. In this paper, we contribute to the discussion of acoustical phenomena in teaching Physics, approaching the limits of the hypothesis of linearity in musical acoustics from a specific instrument: the transverse flute. We discuss the acoustic wave equation (the equation that governs the propagation of sound waves in fluids such as air), highlighting the assumptions that underpin this equation and its validity. In fact, the validity of acoustic wave equation is closely related to the question of linearity on acoustical phenomena. Finally, we discuss the technique of excitation of the transverse flute (embouchure) to find it an essential nonlinearity involved in producing sound with this instrument. We believe that this discussion is a contribution to the refinement of the established models in approaching acoustical phenomena in higher education. [ABSTRACT FROM AUTHOR]

Recently, we discussed the reform of secondary education within Ceara State, northeastern Brazil. We saw that, starting in the 1990s, education policies have been characterized by the attempt to transform government actions into broad societal consensuses. In the process of data collection, specifically during the interviews with teachers regarding the reform, we detected a mismatch between what the reform consisted of and what teachers described as its main features. Teachers, through their reports, suggest the imposition of official agencies conditioning the school curriculum. The interviewees reveal the gap between the events in the classroom and the hegemonic discourse of the public sector. Thus, our paper discusses, on one hand, that the discourse of consensus, the clamor for reforms in society, has no support when taken within the walls of the school and into the classroom; on the other hand, that reforms are presented without the necessary elements for their implementation. Teachers establish a path between the norm and reality, a shortcut to the critique of public discourse. [ABSTRACT FROM AUTHOR]

The objective of this paper is to discuss the relationship between academic training of Physics teachers in High School and some subjective variables. These variables are related to the concepts of Personal Efficacy Beliefs of Physics Teachers and the General Efficacy Beliefs in Physics Teaching, inspired by Bandura's Social Cognitive Theory (2005) and in theorizations by followers (WOOLFOLK; ROY, 1990; RIGGS; ENOCHS, 1990). The data were collected during the years 2006 and 2007 through a closed questions questionnaire applied to 136 teachers from public and private schools in Brazil. For data analysis we used a quantitative methodology, specifically the Kruskal-Wallis test, in an attempt to relate some factors that constitute the above mentioned beliefs and academic training of Physics teachers in High School. The results demonstrate the specific training of Physics teacher as a positive condition for the variables studied. In this sense, the academic training of the Physics teacher is highlighted as an important factor in offering a motivating teaching environment. This is a great challenge in our country, where we have a large deficit of graduates in this discipline (GOBARA; GARCIA, 2007). In parallel to the offer of appropriate training for Physics teachers, it is necessary to focus on providing conditions and incentives for these professionals to stay in the profession, especially in public schools. [ABSTRACT FROM AUTHOR]

We describe an activity realized within the Programa de Préiniciação Científica da USP, where two students of a secondary school (CM and DMS) visited during one year the Astronomy Department of IAG, USP, to develop a scientific project looking for "doubles" of the Milky Way galaxy, under the supervision of a teacher (LSJ) and a PhD student (WASJ). This paper describes the project and the results achieved. [ABSTRACT FROM AUTHOR]

This paper analyses the school pathways of immigrants' children and their native classmates in lower secondary education. It covers variables such as the place of birth and nationality of the children and their parents, the parents' social class and schooling, academic experience and aspirations and expectations in school. The results indicate that national origin, after controlling the effect of the socio-demographic variables, has little impact on the students' school pathways and that the parents' academic qualifications and the students' sex are more relevant. [ABSTRACT FROM AUTHOR]

In this paper, the authors inquire about the new forms of subjectivity engendered in the contemporary scene and which has had repercussions on the relationship of adolescents and young subjects with high school. As part of the analysis, we focused on the presence of new media in the contemporary world, which have focused significantly on how boys and girls develop their identity and relate to information and knowledge. To that end, sociological theoretical perspectives, psychosocial and educational needs were used, weaving a scenario that presents dilemmas and prospects for young people and teenagers with contemporary practices of schooling that are still present in high school. The authors conclude that for schooling, at this stage of education, to be effected, it cannot ignore the new subjective configurations of these subjects and the new media used by them, which generates new demands for education for current and future teachers. [ABSTRACT FROM AUTHOR]

In this work we present an analysis on the types of question from the first ten tests of the Brazilian Olympics of Astronomy and Astronautics (OBA). This paper examines the formulation of unique answer questions in the Astronomy issues, trying to point out elements for the elaboration of questions based on the rationalization of the answers, i.e. the linking of knowledge and not the simple placement of data to be substituted in previously memorized equations. The questions were classified according to closed problems or unique answer questions criteria, which are the basic skills necessary for students to use the time to resolve them. The ways to get the right result, the questions were classified as: direct knowledge (type 1), calculation (type 2), reasoning and knowledge (type 3), understanding (type 4) and questions of Science technology and society (type 5). It is observed through the editions of OBA that the types of questions tend to appear in all level tests. In each level the type 3 and type 4 questions, claims the same percentage, however, there is a percentage reduction on type 1. The number of questions that use the simple memorization of responses in High School has decreased over time as well. For example, in the I OBA questions of simple memorization there was a 32.4% and 53.3% in II OBA, but in the test of the IX OBA the percentage was 10% and there is still a reduction of 2.9% from the IX to the X OBA. The classification and the detailed of the results are presented showing that the questions of OBA, wherever possible, have converged to more questions of the 3 and 4 types and less on questions of type 1. In the initial series of tests, the percentage of simple memorization questions, or type 1 decreased from 77.8% in VII OBA to 35.7% in the X OBA. The largest difference in percentage occurred in the 5th to 8th series (eight years scheme) or 6th to 9th series (9 years scheme) of Elementary School, where the percentage reduced from 35.7% to 5.6%, since the VII to the X OBA. [ABSTRACT FROM AUTHOR]

The following paper presents a study about the student familiarity with analogue situations. In order to do this, it was determined to what extent analogue situations presented to students in teaching activities can be considered familiar as well as their justifications given to evaluate the familiarity. Then, firstly were used some questionnaires that were applied to 112 second and third grade students of four High Schools in Candelária, Nova Palma and Santa Maria in the state of Rio Grande do Sul, Brazil. After that, some individual interviews with a sample of 06 students from one of the schools involved in the study was done. The answer analysis showed that: a) the students considered familiar just the situations effectively lived; b) some students created new analogies, comparing them to the ones already presented, just changing from student to student the analogy elaborated; c) the analogues that seem appropriated to scientists and teachers sometimes were not presented in the same way to the students, once they rejected them; d) the need for justifying the analogues familiarity enabled the students to explore their personal experiences in order to find out other analogues that could justify the first ones; e) the justifications to the familiarity came from different foundations while some students recurred to lived situations and/or professional experiences, others appeal to the knowledge classified in the school contents; f) the students showed scientific knowledge and information which were learned in and out of the school as well as they used these knowledge and informations to produce their answers; g) the analogues came from a conceptual topic of a specific scientific domain, always face the risk of being little familiar; h) in some regions, some analogue situations showed not familiar to students and familiar to others; i) the socio-cultural aspects from the region where the students live tend to condition the knowledge they use to demonstrate upon the analogues. Finally, it is suggested that teachers verify which analogues should be used in a given context. Besides that, it is advisable, during the analogy teaching, to give preference to analogues present in the students everyday life or suggested by them. [ABSTRACT FROM AUTHOR]

This paper is part of the results obtained in our dissertation, in which we aimed at analyzing how High Scholl teachers evaluate mechanisms of textual cohesion in the correction of written productions. Within this article, we will show what High School teachers point out as cohesion problems in written texts. The results have proved that teachers usually do not seem to be sure when dealing with cohesive mechanisms, being restricted to aspects of punctuation and/or accentuation or considering elements applied correctly as cohesion errors. [ABSTRACT FROM AUTHOR]