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This study is inserted in the context of teacher training for the Bachelor's degree in Countryside Education/Natural Sciences at the Federal University of Piauí, Picos/PI campus, aimed at training educators for rural schools. It seeks to understand the profile of students on the course, consisting of an analysis of groups of students who are at the beginning, middle, and in the completion phase of the course, identifying the data personal, geographic aspects, socioeconomic profile, training aspects, and professional aspects. The empirical context of the research took place in the course at the Federal University of Piauí. The research subjects were 161 students, enrolled in six active classes of the course, all responded to the questionnaire applied to construct and analyze the data. The results show the reach of the course in the profile of rural and low-income students, observing a change in profile. The study concludes that rural students seek higher education in the face of economic difficulties to remain on the course. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This text is contextualized in the area of language policy and planning, considering situations reported by deaf researchers regarding the written Portuguese language in the academic context. It reflects on actions that can guarantee access to linguistic rights that enable the presence of deaf signers in the academy. Context in which the institutionalized offer of the textual assistance service is considered, carried out by bilingual professionals who act as translators and interpreters of Libras and Portuguese; a new field of action for these professionals graduated in Libras, bachelor's degree. It is understandable that the planning of a linguistic policy that guarantees this institutionalized service contributes to a strategic repositioning of the role of the deaf researcher in technical-scientific productions in the various fields of action that make up production in Higher Education. [ABSTRACT FROM AUTHOR]

Digital social networks have been increasingly used as tools for promoting Scientific Dissemination. From a critical and contextualized perspective, Scientific Dissemination can promote the process of popularizing Science, based on the parameters of an education based on the interrelationships between Science, Technology and Society (CTS). In this context, the following research aims to analyze the contributions of experiences related to Scientific Dissemination on social networks for the initial training of Biology teachers. To this end, the investigation was methodologically structured through the application of a questionnaire and semi-structured interviews with students on a bachelor's degree in Biological Sciences. The information gathered was examined in the light of Discursive Textual Analysis, enabling the structuring of the final category presented in this study, entitled "Experiences with Scientific Dissemination on digital social networks: implications for initial training and teaching practice". From the discussions presented, it was possible to observe that experiences in initial training related to Scientific Dissemination on social networks contributed to the development of strategies for undergraduate students to act in the classroom. Based on the strategies and ideas presented by the graduates, approaches to the purposes of CTS Education were also identified. [ABSTRACT FROM AUTHOR]

This research deals with the training of the students of the second and third year of the Bachelor's Degree in Education Sciences of the Faculty of Humanities of the branch office Natalio y Mayor Otaño, of the National University of Itapúa-Paraguay during the academic years 2023-2024. The work was carried out as a team through various community projects that arose from the social needs of the students themselves according to their contexts, attending to the needs of the community. The objective was to promote student learning through the application of projects by means of the active technique of Community Project Based Learning (ABPC). The methodology used was qualitative and quantitative. From the qualitative perspective, the Participatory Action Research (PAR) design was chosen, based on the Sociocritical theory with intervention through talks and workshops with the members of the community, and from the quantitative perspective, the non-experimental cross-sectional design was used. The population consisted of 80 students of the Faculty of Humanities. The instruments applied were the interview with open-ended questions used with teachers and a Likert scale survey applied to students through Google Forms. The main results denote: the active participation of the students in the various community projects; the significant learning achieved according to the established curriculum of the subject Institutional Management and Design of Educational Projects of the University. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Psicología (Santiago) is the property of Universidad de Chile and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Brasileira de Nutrição e Esportiva is the property of Instituto Brasileiro de Pesquisa e Ensino em Fisiologia do Exercicio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Ibero-Americana de Ciência da Informação is the property of Revista Ibero-Americana de Ciencia da Informacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Didactics, as a science that aims to study educational theories and practices in society, dealing with teaching processes that involve social and political objectives, content, forms, means and conditions for teaching and learning, is approached in teacher training courses from different perspectives that correspond to traditional and/or emerging paradigms. From the perspective of the epistemology of Complexity and Emerging Didactics through a qualitative study and Content Analysis procedures, we sought to observe how Complex and Transdisciplinary Didactics is approached in the Political Project of the Bachelor's Degree in Music with a Specialization in Music Education at a federal university in the central-west region, both in its general principles and in the curricular matrix and its syllabi. In view of this, it is worth highlighting that there was an inconsistency between the ontological, epistemological and methodological conceptions of Complex and Transdisciplinary Didactics identified in the general training part of the PPC and their materializations in the document's curricular matrix. [ABSTRACT FROM AUTHOR]

This article outlines a catalog and analysis of the challenges encountered by students and educators, particularly those affiliated with public institutions offering bachelor's degrees in viola and violin, amidst the shift to online classes to enhance and advance musical performance. The focus is placed on the pandemic context of the 2020s and 2021. The exploration of these challenges involves examining the division of responsibilities between teachers and students, reviewing literature related to the teaching and learning process in a traditional face-to-face setting, and gathering insights and perspectives from the consulted groups regarding this relatively recent period. The chosen methodology relies on an online questionnaire, with subsequent qualitativequantitative analyses derived from the responses. These findings are presented through various graphs corresponding to each observed group. Building upon the data acquired, statistical techniques are employed to explore and discuss the hypothesis: is there a potential interconnection between the challenges posed by technology and the physical aspects of the body? Ultimately, by statistically establishing the correlation between the identified difficulties and the limitations posed by digital technologies in teaching the body within musical performance, the intention is to broaden the discourse on the interface between digital technology and instrumental performance, particularly in light of the experiments conducted as a means of sustaining activities during the pandemic. [ABSTRACT FROM AUTHOR]

This study aims to discuss pedagogical training practices, both complementary and continuous, offered to non-licensed teachers working in Professional and Technological Education, focusing on the Federal Institute of Education, Science, and Technology of Ceará. It starts from the premise that teaching for this type of education requires pedagogical training, which is not provided by bachelor's degree programs. The qualitative research combines a literature review and document analysis, including specific legislation on teaching in Professional and Technological Education, Pedagogical Projects of Courses, and the Institutional Development Plan. The analyses of this text are supported, among others, by the studies of Machado (2011), Pimenta and Anastasiou (2014), and Tardif (2014). As a result, it was possible to infer that the institution needs to incorporate a permanent proposal for pedagogical training for its teachers, as this significantly contributes to the quality of teaching and institutional development. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciências Agrárias is the property of Sociedade de Ciencias Agrarias de Portugal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ouvirOUver is the property of ouvirOUver and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Tamoios is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study analyzes formal secretarial employment in Brazil, so that special attention is given to the registration of jobs as "Executive Secretaries, Secretarial Technician, and Technician in School Secretary", while also presenting an overview of the offer of higher education in Secretariat, in order to establish a relationship between training and active employment links in the Secretariat area. To this end, a research was carried out in the database available in the e-MEC system to identify aspects such as the number of courses, type of offer, and current situation. A search and extraction was also carried out in the Annual List of Social Information (RAIS) of the Ministry of Labor and Social Security, with a base year of 2020, in order to obtain data on formal employment in secretariat. The main findings, in relation to training, point to a shift in the supply of in-person bachelor's degree courses to training courses in Secretarial Technology, in the distance modality. Regarding the labor market, it was observed that there were 178,246 active jobs in 2020 for the Secretariat area, distributed in different Brazilian regions, with a focus on the Southeast Region. The interconnection with the two sets of data leads to reflections on the need for policies to encourage training in the area, as well as combating the illegal exercise of the profession, as premises for the growth of the profession. [ABSTRACT FROM AUTHOR]

Copyright of ouvirOUver is the property of ouvirOUver and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ensino em Artes, Moda e Design is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work proposes an Information and Communication Technology (ICT) to support face-to-face or distance teaching of basic instrumentation - caliper and micrometer - in introductory Experimental Physics courses. The ICT consists of two simulators developed in HTML/Javascript languages with possibilities for use in any learning management system, and we have made the codes and procedures for implementation publicly available, aiming at the Moodle platform used by the Virtual Learning Environment of the Federal University of São Carlos (UFSCar). The simulators can be used both during the teaching process and in the student assessment process. In order to evaluate the effectiveness of the proposal, we included the report of the experience of using this ICT in four course offerings for the Bachelor's degrees in Biological Sciences, Physics, and Chemistry at the Araras campus of UFSCar. We used Delizoicov's Three Pedagogical Moments as a teaching methodology. Finally, we argue that the ICT presented here can assist in the teaching of basic instrumentation in Physics for courses in distance, face-to-face, or hybrid modes. [ABSTRACT FROM AUTHOR]

We share a review of the research literature that addressed the configuration of Bachelor's Degree Courses in Archival Science in Brazil, with emphasis on information actions that contributed, in the context of the academic way of life shared by its social actors, to consolidate these courses. The mediations of this form of academic life were explored from the model of Information Regime by González de Gómez (1999), based on the assumption that the informational culture, shared by actors within a certain social space, contributes to understanding its application. in a certain context. The theoretical framework addresses Brazilian Archival Science in the context of the Information Regime and the possibility of a collective intelligence in the way of life related to Archival Science in Brazil. The results showed that the research contributes to more openness of an Information Regime in Brazilian Archival Courses, especially with regard to institutional and teaching profiles, with discussions aimed at curricular harmonization. The study showed that more research is needed in the archival area, as better scientific communication between social actors will greatly contribute to this happening. [ABSTRACT FROM AUTHOR]

For more than a century, the academic community has been concerned with the training of Mathematics teachers, which often takes place isolated from the practice of basic school classrooms. When it comes to irrational numbers, the situation is no different. With a view to changing this scenario, we aim, in this experience report, to promote a debate on the content knowledge of irrational numbers, based on the reading of specific texts and a didactic activity with students from a public university. The work was conducted with seventeen students of the subject "Mathematics at School", of which fifteen were undergraduates and two were studying for a bachelor's degree. In two days of intervention, the collaborative observation, and the written productions of the students in the proposed activities were constituted as instruments for data collection. natural, integer and rational. Thus, we unveil such epistemological heterogeneity and warn that this, when not observed, can cause difficulties in student learning in Basic Education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Iluminuras is the property of Revista Iluminuras and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pensares em Revista is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Regae: Revista de Gestão e Avaliação Educacional is the property of Universidade Federal de Santa Maria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The research deals with the relationship between the initial training of biology teachers and the Nature of Biology, aiming to analyze the Pedagogical Projects of two Undergraduate Courses in Biological Sciences of a university in northeastern Brazil in search of the Nature of Biology. The methodology adopted was qualitative with exploratory purpose based on documentary research, in which the menus of the disciplines of the chosen courses were analyzed, the data collected were processed through discursive textual analysis. The results obtained pointed to the presence of the Nature of Biology in the courses of degree in Biological Sciences in the specific disciplines of Biology and pedagogical.

Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Intersecoes: Revista de Estudios Interdisciplinares is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work aims to analyze scientific production in the secretarial area through the Revista Expectativa journal, using the methodology of integrative review between the years 2010 to 2018. The procedure, analysis, and information indications were carried out through the six phases of the integrative review. This research is justified as a possibility of reflecting on the quality of scientific knowledge produced in the secretarial area. Among the main results obtained, it was pointed out that 86% of the publications made in Revista Expectativa are from authors trained in the Executive Secretariat and 52.1% of the productions are made by IES located in the south of the country. As for the seven major themes identified (Management, Training and the Labor Market, Scientific Research in Secretariat, Emotional Intelligence, Linguistics, Advisory and Personal Marketing) Management holds 44% of the journal's production line while the theme of Scientific Research presents 17%, in this sense, 65% of the studies are empirical in nature. The methodological profile indicated that 50% of the methodological procedures belong to bibliographic research. The results demonstrate that the editorial lines of Revista Expectativa are interdisciplinary, allowing the expansion of scientificity in the secretarial area, but also favoring related areas, even if the majority of researchers have bachelor's degrees in Executive Secretariat. As for the methodological structuring, it is necessary that the research be placed in methodological rigor for advances in scientific research in this field that has been evolving little by little. [ABSTRACT FROM AUTHOR]

Copyright of Museologia e Patrimônio is the property of Museologia e Patrimonio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Museologia e Patrimônio is the property of Museologia e Patrimonio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Museologia e Patrimônio is the property of Museologia e Patrimonio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Museologia e Patrimônio is the property of Museologia e Patrimonio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Museologia e Patrimônio is the property of Museologia e Patrimonio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Museologia e Patrimônio is the property of Museologia e Patrimonio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ensino em Artes, Moda e Design is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The mandatory internships of the Bachelor's Degree in Physical Education Course at the Centro Universitário Várzea Grande - UNIVAG are developed in the sports field (sport initiation and sports performance) and gyms (strength and endurance training). These fields, in turn, are occupational areas that are being greatly impacted by contemporary social changes, which results in increased demand for engaging and adaptable professionals. This theoretical-scientific essay arises from the latent need for discussion about the integration of academic formation and the performance of Physical Education professionals in the fields of sports and gyms. The present text presents some appointments on the task of structuring the supervised internships for the Bachelor's Degree in Physical Education of UNIVAG. In view of this purpose, we trace a dialectical plot in order to signal the main guiding elements for the construction of a framework of professional competencies contextualized to emerging needs, as well as, the debate, the proposition, and the development of educational actions integrated into the curricular base of the course, capable of approximating the relationship between academic formation and the occupational areas. We expect that the pedagogical actions developed in the supervised internships will have a positive impact on the professional formation of students and that the arrival of these professionals in the labor market contributes to the expansion of occupational areas of Physical Education interest in the coming years. [ABSTRACT FROM AUTHOR]

In this paper, we analyze the estrangement caused by the mathematics of the mathematician as a possibility for the education of pre-service early years and primary teachers, from two autobiographical narratives. The narratives were produced from the didactic actions of the authors in two bachelor's degree in education courses, reporting the interactions with the students that took place in classes that had Peano axioms as objects of discussion. The analysis of this material is carried out according to the procedure characteristic of the model of semantic fields (MSF). In the discussions, we present our understanding of the mathematics of the mathematician and the main notions of the MSF mobilized in the analysis. We then highlight the links between the discussions that we carry out here and what is shown in the related literature. We consider that the mathematics of the mathematician enables an expansion of the mathematical lucidity of pre-service early years and primary teachers by providing them with the expansion of their repertoires of legitimate ways of producing meaning. We also present considerations concerning the mobilization of the MSF as a theoretical reference in the scope of the philosophy of mathematics education. By focusing on epistemological aspects of the interaction between teachers and students, this theoretical model contributes to the discussions in this region of inquiry. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Educação e Pesquisa em Contabilidade is the property of Revista de Educacao e Pesquisa em Contabilidade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Sociologia e Política is the property of Revista de Sociologia e Politica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Desenvolvimento e Meio Ambiente is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Configurações is the property of Centro de Investigacao em Ciencias Sociais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Higher education teachers with extensive technical knowledge in their fields of expertise were not necessarily trained with appropriate teaching methods. With concern to the field of Architecture and Planning, for example, the bachelor's degree of these professionals does not include any preparation for being a professor. With that in mind, the Teaching Practice class within the Postgraduate Program in Urban Planning at the Federal University of Paraná prepares their master's students to apply pedagogical methods during their teaching internship. In this article, we will explore the experience of nine master's students from 2018 and 2019 who taught 248 undergraduate students in their internships. Two methods were applied. First, the Index of Learning Styles, applied to identify the students' learning profile. Afterward, the master's students used those results to prepare their class by applying the Kolb Cycle methodology. The purpose of these methods is to place the student at the center of academic planning based on classes designed to meet the different learning profiles of the class and encourage active participation from undergraduate students in this process. The results suggest that the introduction to pedagogy contributes to the formation of qualified professors to work in Architecture and Planning majors by training them to direct their classes towards specific learning profiles of a creative nature, common to this profession. [ABSTRACT FROM AUTHOR]

In higher education, the inclusion of people with disabilities, such as autistic people, is recent. The entry of these students is an evolution in the educational context. Thus, it is important to remember that the fact that the autistic student is in the classroom does not mean that he is active in academic activities, and understanding the past content. Therefore, it is essential that the methodology be adapted, so that student inclusion really occurs. In the meantime, this article aims to report the experiences of teachers of a student with Autism Spectrum Disorder from recognition to inclusion in the educational field in a Higher Education Institution. A professor with a bachelor's degree and two graduates were invited. The methodological basis adopted in this research was qualitative, data collection was performed through participant observation, records in a field diary and recorded semi-structured interviews. Through the study, the main findings of the research pointed out that, initially, it was a challenge for teachers to deal with the situation, since most of them did not know how to deal with the student, and their conduct was being discovered on a daily basis, always trying to keep the student's attention. The teachers also reported that the teaching-learning process was a challenge, however, they were able to understand and respect the academic's particularities and thus learned to consider stereotypes and the moments when the student easily dispersed within. of the aulic environment. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The language is one of the main mediation tools in the processes of appropriation of the culture and word, polysemic and dialogical according to Bakhtin (1999;2003), brings sociocultural and historical marks that are present in the psychic, motor and emotional development of the subjects. The language is, therefore, a determining factor to the social inclusion and synonym of identity. In this regard, this study aims to discuss, from experiences of academics of a bachelor's degree in Letters, in an university extension project, specifically in the Portuguese language workshops to migrants and refugees, the importance of the language as a shelter and in the (re)construction of identity, in addition to the contributions to teacher training. [ABSTRACT FROM AUTHOR]