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This study discusses innovations in society, globalization and the role of the educator in forming citizens is a role that increasingly deserves the improvement of knowledge and the humanized and critical vision of those who teach. In the last two centuries, education has been characterized by Newtonian-Cartesian thinking that defined the reproduction and fragmentation of knowledge. The advent of the knowledge society and the facilities gained by the computerized network lead to the search for methodologies that meet an emerging paradigm. It was concluded that it is necessary for teaching professionals to use dynamic activities in their classes, which explore the best of students, due to the heterogeneity of schools, this allows the construction of new proposals, as there are different subjects in which Everyone has their own aptitude and the professional can work across these differences. [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.)

The project Ensino Experimental e Interdisciplinar de Ciências (ENEICEP) was developed in Cuba and Portugal aiming to promote practical, experimental and interdisciplinary science teaching. Affiliated to a Conceptual Change model, the teaching sequence initiates with a moment of identification of students' ideas, the proposed activities aiming to give opportunities for the students to explore their ideas and evaluate their strength. With this objective a questionnaire has been developed and applied to 5th grade students of Cuban and Portuguese schools included in the project. With the perspective of comparing the student results with other intervenient in the educational process, the questionnaire was also applied to teachers in this grade level and to groups of student-teachers in Schools of Education in both countries. The results of this study reveal that students of both countries don't show significant differences and show a similar panorama of previous ideas. Also, it makes evident that teachers and future teachers are strongly identical to students in the response to the items of the questionnaire, revealing similar patrons of previous ideas and that training specifically for science teaching hasn't contributed to a different panorama. Research data allows claiming the need for strengthening the "pedagogical content knowledge" dimension in teacher training, as well as the need of training activities aiming at conceptual change focused on the difficulties the students manifest concretely on the curricular topics. [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 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 GVcasos: Revista Brasileira de Casos de Ensino em Administração is the property of Fundacao Getulio Vargas 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.)

In view of the new challenges that are being faced by teachers and students in a context already affected by the lack of national guidelines, which is the teaching of additional languages to children, we understand that transdisciplinary activities organized in a didactic sequence can enhance the linguistic development of students, with textual genres as mega-instruments for teaching and learning. In this work we present analyzes of excerpts from interactions during the application of 3 activities of a didactic sequence of the contemporary pop song genre with a focus on textual engagement for critical language education in childhood. Elements of the English language and the musical language were used to carry out transdisciplinary activities with the students of a 4th grade class, in a private school located in a city in the north of Parana, with the objective of producing a contemporary pop song with a motivational function in English. Regarding the final considerations, we observed that solving a problem through transdisciplinarity contributed to the textual engagement and linguistic development of the students participating in the research, resulting in the overcoming of challenges imposed by the context and collaborating for the realization of the proposed class project. [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.)

This text presents an experience report that describes the initial process of a network research. It is carried out from a collective construction of the project of the Cooperative Network of Teaching, Research, and Extension (RECEPE, in Portuguese abbreviation) in Basic Education schools, founded under the Postgraduate Program in Education: teacher training for basic education -- Professional Master's Degree; and developed by the reflections of the research group in Teacher Training, Right to Learn and Pedagogical Practices (FORDAPP). Accordingly, it describes how the technical-pedagogical meetings that anchor the network have been characterized, the constructions, and the learning that occurs as the network is based and expanded in this context. The work cites some initial activities that linked basic education schools and the university, in addition to conducting conversation circles focused on research and extension, aiming to improve the social quality of education with theoretical-methodological assumptions based on principles of popular education. In the end, as a result, it demonstrates how the studies about popular education and the involvement in the constitution of RECEPE contributed to the re-signification of this newcomer researcher's look on the development of her research object. [ABSTRACT FROM AUTHOR]

This research's main objective is to identify which schools are committed to implementing the Pedagogical Political Project as a participatory management instrument that causes changes and innovations in the school organization as a whole. Therefore, it was necessary to: describe the participation of the segments in the elaboration of the political pedagogical project for public schools in the municipal education network of Banabuiú - Ceará; investigate whether the Pedagogical Political Project is actually used in the planning of educational actions by schools; verify whether the Pedagogical Political Project is being reviewed to meet the real needs of the school and; describe the main difficulties that arose in the development of the Pedagogical Political Project. The research sample was made up of all managers (administrative directors and pedagogical coordinators) in the municipality of Banabuiú in 2014, three teachers, a parent of students, a student and an employee from each of the twelve schools in the network, being carried out from August to November 2014. The categories were presented through graphs to better understand the research results. It is considered necessary to develop daily and systematic work that allows the different agents involved in everyday education to reflect on the principles that relate to democratic management, so that the political pedagogical project can be constructed collectively. [ABSTRACT FROM AUTHOR]

We investigate in this article aspects related to the evaluation process pointed out by high school chemistry teachers in some schools in southwestern Paraná during the pandemic, in order to understand how the evaluations were developed during this period and how they were problematized and planned in the scope of Remote and Hybrid Education. The methodology of this research is based on a qualitative approach with the realization of semi-structured interviews that were analyzed through Discursive Textual Analysis. We identified from the analysis that observation and forms were the most used forms of assessment by teachers. In addition, the teachers pointed out difficulties in evaluating in this period because the students did not interact effectively in the classes and activities proposed. These factors point to the intrinsic influence of the education system, in addition to others such as the conditions of access to classes and the proposed evaluations. [ABSTRACT FROM AUTHOR]

We investigated a collection of Portuguese language textbooks for Brazilian students enrolled in high school. In this sense, we identified and created a typology of didactic activities that indicate practices or principles necessary to carry out scientific research. Analyzes are also informed by memorialist comments by a teacher-researcher about the pedagogical work with such activities, as performed by her in the classroom. Thus, this study was characterized as documentary testimony research, in a quantitative and qualitative investigative approach, and was situated in the antidisciplinary field of Applied Linguistics. Four main types of activities signaling research were identified, some of which were ignored by the teacher-researcher in previous teaching situations, as they were understood as laborious to be carried out in an adverse school context. This posture was changed during the investigative experience experienced by that professional. [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 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.)

The study presents the relationship between intersectoral policies and the construction of the quality of Early Childhood Education in the Campinas (SP) Education Network. Intersectoral policies have been gradually gaining space in the educational field.The perspective of intersectoral action implementation is found in the Campinas (SP) School Network through the pedagogic political project of the school units. A qualitative research was chosen to perform this study, having the empirical material been produced through document research and analysis, and semi-structured interviews. The document analysis included legal documents concerning education and documents supporting the pedagogical proposal for the Campinas Education Network. The “Campinas First Infancy (PIC)” program proposes the implementation of policies for children in an intersectoral way. The semi-structured interviews. We have identified that intersectoriality has been approached in various forms, prevailing the concept of articulation of knowledge and experiences to reach synergic results in complex operations, and regarding child education, intersectoriality has been proposed as means to fight poverty by policies of compensatory character, but that can contribute to the construction of the quality of early childhood education as it promotes an interaction with theterritory and the various social actors present in it. [ABSTRACT FROM AUTHOR]

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje 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.)

The object of this article is pedagogical political project. The problem of research is to analyze the different expressions of the school projects "models". The aim is conceptualize project in its diferent faces, analyzing its "models" found in the school. The approach of the investigation is bibliographical and analysed based on theorists thinking, that about political-pedagogical projects "models" reflected. The research is based on historical-dialectical materialism method to understand the object, to perceive the dynamics between the "models" of projects and to refute it through complete explanations. The word project and its interpretations were investigated. The "models" innovate teaching practices, provide concrete strategies for management autonomy and are based on actions decided by people. Case such don't exist possibilities, teaching practices are led to traditional work with unrealistic, impractical actions, of negotiated participation between professionals. The democratic "model" established in Lei de Diretrizes e Bases de 1996, promotes participation, autonomy and represents resource to transform the society. The proposal provides knowledge, quality and changes to emancipate people through education. [ABSTRACT FROM AUTHOR]

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.)

Based on the axiological concepts of language of the Bakhtin Circle, this article aims to present proposals for expanding the activities of reading a cartoon, present in a textbook for Youth and Adult Education - EJA, in order to expand awareness students' socioideology. This is qualitative research, with an interpretative, descriptive and propositional approach, since it analyzes the textbook proposals and presents suggestions for expanding the activities, considering the axiological concepts – extraverbal context, intonation and value judgments. It is considered that reading expansion activities can provoke reflection on the social axiologies inherent in discursive practices, focusing on the understanding of live and valued discourse in the classroom and allowing reading to be constituted as an act of ethical responsibility, for qualitative changes in social reality. [ABSTRACT FROM AUTHOR]

This article analyzes the process of resistance of rural communities to the dam construction project in the municipality of Itapiranga/SC. The study uses the Global History approach to understand connection/interaction of the resistance movement with the scenario of economic internationalization that took place from the 1970s onwards, which required the Brazilian State to modernize the Brazilian energy matrix to respond to the expansion industry in the country. The text presents the singularities of this experience of social struggle, which contributed to the constitution of the collective identity of the social subject affected by the dam. On the other hand, it is the only conflict recorded in the country that was successful in preventing the execution of the dam construction project. [ABSTRACT FROM AUTHOR]

This paper analyzes the constitution of being a teacher in the context of the Covid-19, aiming to: i. characterize the elements present in the process of reframing the teaching professional identity in the context of a pandemic; ii. identify the challenges experienced in professional practice as a teacher in remote education. It is about a descriptive-analytical study of an exploratory nature, related to a more extensive research-intervention, considering the pandemia first year. Focuses on the experience of eight non-remote experienced schoolteachers who act as mentors at referred investigation-intervention. The data comprised written narratives recorded in reflective diaries, virtual activities and, reports by WhatsApp. As a complement, we will consider the deposits of experienced professors registered in virtual synchronous online meetings. It was possible to identify/understand: i. signs of anguish and helplessness when facing the professional effects caused by the pandemic, ii. sense of emptying one's professional identity and iii. challenges in projecting teaching in remote education. It was observed that is this new scenario caused by the pandemic, teachers are going through processes similar to those of beginners who accompany in mentoring, experiencing tensions such as: fear and uncertainty about the future (including the return of regular classroom activities), anxiety, anguish, feeling of incapacity, doubts about the reorganization of school activities (remotely), difficulties in dialogue with the students' family members, concern about children and their families, lack of information and dialogue in schools and education networks, revolt at government actions, among others. It was also observed that new meanings are being attributed to the process of becoming a teacher. The imbalance in the constitution of professional identity was noticed as one of the first effects of the pandemic. Such an imbalance gave way to the empowerment of the teaching identity itself, also causing an expansion of the repertoire of professional knowledge. [ABSTRACT FROM AUTHOR]

Purpose: The research sought to evaluate how the learning systematic based on serious games, previously adopted to produce a collaborative game called MASTER-PM, could be adapted/adjusted to the teaching of an IT discipline. Design/methodology/approach: The Design Science Research (DSR) approach guided the development of a framework called MAnGve Game-based Learning (MGbL), used to produce the MASTER-CIO game. Data were collected through questionnaires and observation in activities and classes. Research, Practical & Social implications: The development and application of the MASTER-CIO produced similar engagement and academic performance results when compared to the MASTER-PM study. Originality/value: The knowledge was systematized through a framework to support game-based learning called MAnGve Game-based Learning (MGbL). [ABSTRACT FROM AUTHOR]

Copyright of Revista Horizontes de Linguística Aplicada is the property of Revista Horizontes de Linguistica Aplicada 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 Cadernos de Gestão Pública e Cidadania is the property of Fundacao Getulio Vargas, Escola Brasileira de Administracao Publica e de Empresas 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 Ciências Sociais - Brazil is the property of Revista de Ciencias Socias do Universidade Federal do Ceara 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 Pitágoras 500 is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos 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 Ciências Sociais - Brazil is the property of Revista de Ciencias Socias do Universidade Federal do Ceara 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.)

In this research, we assumed the objective of analyzing the Political-Pedagogical Projects of schools located in Vale do Ivaí, in order to evaluate the articulation between the Physical Education curricular component and the programs to combat manifestations of violence at school. Through document analysis and based on the epistemological and ontological assumptions of historical-dialectical materialism, were analyzed the Political-Pedagogical Projects (PPP) of state schools that offered Elementary School II and/or High School linked to the cities of Arapuã, Ivaiporã, Jardim Alegre, Lunardelli and São João do Ivaí, in addition to the programs/projects undertaken by the school units in the respective cities of Paraná. It was made clear through the results that, despite the fact that the schools' PPPs reveal that they were built from the principles of democratic management, no elements were identified that confirm the involvement of the school community in the proposed actions. Only two documents brought to light, albeit incipiently, connections between the Physical Education curriculum component and the confrontation of school violence. And, with regard to the different dimensions of violence, when alluded to, generalist strategies are mentioned, obliterating the foundations and developments to problematize and combat them. [ABSTRACT FROM AUTHOR]

This article presents the elaboration, application and evaluation of a didactic sequence directed to the teaching of fractions, under the light the Theory of Semiotic Representation Records of Duval added to the historical-cultural Theory of Vygotsky. The elaboration of this activity was based on the understanding that the student can interpret different forms of representation of the same number, and this can be enhanced with the use of digital games, so widespread nowadays. The didactic sequence was applied in an Eighth grade class of an indigenous elementary school whose students had little contact with softwares. The results showed that this way of organizing classroom activities contributed significantly to the process of learning content related to fractions, especially part-whole and their equivalences. It was also observed that there was an easy assimilation of the technological resources used in this activity. [ABSTRACT FROM AUTHOR]

We investigated a collection of Portuguese language textbooks for Brazilian students enrolled in high school. In this sense, we identified and created a typology of didactic activities that indicate practices or principles necessary to carry out scientific research. Analyzes are also informed by memorialist comments by a teacher-researcher about the pedagogical work with such activities, as performed by her in the classroom. Thus, this study was characterized as documentary testimony research, in a quantitative and qualitative investigative approach, and was situated in the antidisciplinary field of Applied Linguistics. Four main types of activities signaling research were identified, some of which were ignored by the teacher-researcher in previous teaching situations, as they were understood as laborious to be carried out in an adverse school context. This posture was changed during the investigative experience experienced by that professional. [ABSTRACT FROM AUTHOR]

Copyright of Odeere is the property of Edicoes UESB 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 Arcos: Design, Cultura e Visualidade 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 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.)

Contemporaneity is characterized by speed and lack of time to read. This peculiarity seems to be the cause of the students' little dedication to reading classical texts, which are known to promote a humanizing experience. In this study, we evaluate the use of the book One Hundred Years Of Solitude as an integrating axis of areas of knowledge in an interdisciplinary school project. The project was proposed to teachers of a public school in the state of Rio de Janeiro so, it was adjusted by them to suit the needs in class. The intervention was evaluated through content analysis of essays produced by students and questionnaires applied to teachers. This integrated project provided the student/reader the distancefrom immediate reality, the exercise of imagination, the expansion of understanding and world view. Students and teachers reported that the intervention promoted the integration of subject contents and the encouragement to reading classical works. [ABSTRACT FROM AUTHOR]

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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 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 Domínios de Lingu@gem is the property of Dominios de Lingu@gem 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.)

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.)

Part of a master's research, in progress, in this article we propose to study the relationship of studies of young female students with high school in the context of a pandemic. We question how this relationship took place, starting from the hypothesis that the condition of gender affects it in a unique way, based on a feminist perspective. Semi-structured interviews were carried out with six 2nd and 3rd year high school students from a public school in a city in Minas Gerais. It's developed by the following categories: School and remote study; The female condition and the relationship with school in the pandemic; Future Project and the school. We identified a greater responsibility of girls in relation to domestic work, which had a strong impact on the relationship with studies in this period. In turn, sociability appears as a central component of the positive relationship they establish with the school and was strongly affected by the pandemic. [ABSTRACT FROM AUTHOR]

This article is an excerpt from a broader research, developed in the master's course, which aimed to analyze the initial conceptions of undergraduates in Chemistry about the Nature of Science and activities developed by them in a formative process. In this specific study, we aim to analyze the development of an interactive didactic sequence, as an activity system, carried out by undergraduates in Chemistry in the process of construction/reconstruction of their conceptions about the Nature of Science. In this sense, we take as base the theoretical contributions on the Nature of Science, Interactive Didactic Sequence and Activity Theory from Engeström's perspective. We carried out a qualitative and participatory research, developed in the context of initial training for Chemistry teachers, and we had the participation of sixteen undergraduates. From the results of the analyses, we can say that the SDI, as an activity system, contributed to the process of construction/reconstruction of the undergraduates' conceptions about the Nature of Science, as they constituted themselves as subjects of the activity, they used mediating artifacts, followed a division of labor and SDI rules within a classroom community with the teacher-researcher. We emphasize that the multiplicities of voices, historicity and contradictions, principles of the system of activities, were constitutive of this process. [ABSTRACT FROM AUTHOR]

This study aims to present considerations on determinant aspects of school exclusion and its repercussions in the context of curricular dynamics mobilized for the schooling of children and adolescents in hospital environments. Therefore, we analyzed statistical data collected from institutional and academic research, relating them to some of the determining factors for advances and challenges in the provision of pedagogical monitoring service to hospitalized students nationwide, considering the complexity of teaching activities in such circumstances. We understand that the articulation between different actors, such as pedagogical managers and coordinators from regular schools and academic researchers from higher education institutions, combined with active listening to students undergoing health treatment, can contribute to strengthening organized civil society movements. Such articulated claims movements, in turn, have greater potential to give rise to more comprehensive and better structured public policies for these students. [ABSTRACT FROM AUTHOR]

The research has a qualitative approach, aimed to analyze factors that caused a significant number of school closures located in rural areas in the Amazon region, North of Brazil, state of Rondônia, in the period from 2000 to 2020. Does schools for rural children and youth in the state of Rondônia, from the beginning of the 21st century, correspond to the realization of agribusiness purposes? Among the sources used were bibliographic materials, media news and documents - Statistical Synopsis of Basic Education, Agricultural Censuses, data from the Brazilian Institute of Geography and laws. The closing of schools in rural areas is an event marked by different interests, either by the absence of public educational policies for the peasants, or by the joining of schools in nucleation projects. [ABSTRACT FROM AUTHOR]

The present paper aims at analyzing the training of field teachers in the context of the Degree Course in Rural Education (LEDOC) at the Dom Aureliano Matos Faculty of Philosophy (FAFIDAM), campus of the Ceará State University. It is a qualitative study and based on doctoral research which examines historical-dialectical materialism within a bibliographic and documentary investigation. It was possible to observe that the LEDOC/FAFIDAM contributed to the confrontation of the educational problems experienced by the peasant populations strengthening the political pedagogical project of the Rural Schools in several regions of the State of Ceará. [ABSTRACT FROM AUTHOR]

The eating habits of Brazilians have been constantly redefined due to recent cultural and social changes, as well as the emergence of a wide variety of food products, hindering conscious and safe eating. Thus, the objective of this experience report was to present the education training project on the food terms diet, light, probiotic, prebiotic, transgenic, and irradiated with 72 students from the eighth grade of elementary school at a public school in Florestal-MG. Initially, a structured questionnaire was provided to the students to assess their knowledge of the terms. Next, knowledge about these terms was conveyed through lectures. Afterward, the students participated in the Science Fair to spread their knowledge about the project. Finally, the same questionnaire was reapplied to the students to compare their previous knowledge with the acquired learning. A booklet, prepared by one of the school students of the project, was made available for consultation by state students, if necessary. An analysis of the results of the questionnaires was performed by descriptive statistics and paired Wilcoxon test (P=0.05). In the initial questionnaire, 80.6% of the students got even question three right, while 63.3% of the students got all four or more questions right in the final questionnaire. The mean of 2.6 hits on the initial questionnaire increased to 3.8 hits on the final questionnaire, with more significant increases in hits for irradiated and probiotics. Only light and diet had a majority of correct answers in the initial questionnaire, while all terms had a majority of correct answers in the final questionnaire. The transmission of knowledge was effective considering the increase (P=0.05) of the overall total hits after the lectures. The results indicated that the extension action contributed to the awareness of elementary school students and the community about food terms, as well as to the improvement of knowledge of university students. [ABSTRACT FROM AUTHOR]

The article focuses on the debate on curriculum theory and curriculum policy in current educational reforms and policies, arguing that such policies attempt to control the other and, in an attempt to respond to what is read as "missing" knowledge, seeks to define centralized knowledge., excluding differences in policies and curricula. Based on a study and theoretical review, we discuss, in the light of the Theory of Discourse and the contributions of Derrida's thought, the contingent processes of subjectivation of policies, the translation that prevents the control of knowledge, curricula, training, decision-making. and the subject. We provisionally conclude that the conflict around curricular thinking and theories, as well as the dispute over the power to decide what should be taught and learned, has marked the attempt to establish in policies and curricula for rural schools projects of formation that try to control the formation of these peoples and produce universal subjects, disregarding the processes of differing and differences. In this sense, we defend the idea of theory and politics committed and marked by an ethical-political commitment to alterity and deconstruction. We bet on a theory and policy negotiated and produced in the ambivalences and contingencies caused by the processes of differing, committed to alterity in the deconstruction of normativities, of the BNCC. [ABSTRACT FROM AUTHOR]

In this study, we aim to reflect about the relevance of linguistic contacts (Pratt, 2013) as a decolonial effort to confront the linguistic effects arising from the coloniality of power in language education - especially in basic education and english teacher education. Therefore, grounded on Prattian considerations (2013), we analyze the pattern of homogeneity inherent to the imagined community and reflected in the linguistic community. In order to present alternatives that go against limiting attitudes of the english language teaching education course, we re-contextualize two examples. The first, refers to an activity on gender based on the self-reflection of a teacher in an elementary school classroom (Pessoa; Hoelzle, 2017), simultaneously confronting an example of a typical dialogue in english teaching materials. Such dialogue is configured as a faithful sample of the perspective of a linguistic community, surrounded by patterns of homogeneity and linearization. The second example, at a time of teacher education (Bastos et al, 2021), brings an activity that deconstructs the ideal model of native speaker. We believe that actions like these, which embrace the perspective of a linguistics of contact in the face of a language still considered hegemonic, establish viable paths to combat linguistic utopias (Pratt, 2013) in schools and universities. [ABSTRACT FROM AUTHOR]

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