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Digital education has become increasingly diverse and consistent, from formal education to the production of educational content on social networks. In these practices, teaching-learning materials have gained prominence, among which we highlight digital educational resources - or open educational resources (OERs). On the other hand, the discussion about discourse genres has become relevant and has experienced new developments. Thus, considering the contemporary importance of OERs in education and their textual and discursive complexity, the present paper has as its aim to discuss their characterization within the framework of discourse genres, more specifically their constitution as a genre or hypergenre. To this end, theoretical concepts from the field of education and technology are mobilized, such as Castro Filho et al (2008), Santos (2013) Santana, Rossini and Pretto (2012), and from text and discourse studies, such as Marcuschi (2008), Távora (2008), Bonini (2011) and Bakhtin (2011). The examples used for analysis are open educational resources produced under the EPTrilhas Project, developed by the XXX in partnership with the Ministry of Education's Department of Professional and Technological Education (SETEC). This analysis has showed, based on the characteristics of the genre, media and support, that multimodal OERs in virtual support have characteristics that identify them as hypermedia. [ABSTRACT FROM AUTHOR]

This work focuses on the documentary analysis of an extension program entitled "Educa Pontal", carried out through an university/basic education system partnership. The program, result of diagnostic and learning assessment actions, has been carried out since 2019. Through an Extension Management System, the university operationalizes the registration and monitoring of the actions linked to the Program. The objective was to identify and analyze the program's managerial and documentary data. The research approach is qualitative, elaborated by using documentary sources/reports from 2019 to 2021, downloaded from the Management System, categorized and analyzed textually and by descriptive statistics. The results indicate that training processes were developed that covered workshops with the following themes: citizenship, ethics, teaching and learning, skills training, and others, with an average of 100 to over 1,000 participants, being these basic education teachers, managers, and high school students. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía Social is the property of Pedagogia Social 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 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.)

The Health at School Program is present in many Brazilian municipalities, with an expressive role of health professionals. Thus, the objective of this research is to analyze the Health at School Program from the point of view of teachers, especially those of natural sciences regarding the partnerships established between schools and health units, seeking to identify the place of education in the planning, execution and evaluation of the actions developed. Questionnaire was applied to teachers of DRE Pirituba/Jaraguá and analyzed with the Discourse of the Collective Subject. In all, 251 teachers participated representing 66 schools. The results suggest that the symbolic power of the white coat is present in the partnership between education and health, that the teachers are not involved in the planning, execution and evaluation of the program, that the actions have direct relationships with natural science contents and that the teachers should have a leading role in the partnership, especially those with natural sciences. [ABSTRACT FROM AUTHOR]

The present study results from a doctoral research developed in the area of educational policies. As an objective, it seeks to characterize historically and geographically the configuration of the Santa Catarina Movement for Education (MSCE) led by the Federation of Industries of the State of Santa Catarina (FIESC). The research, of documentary and bibliographic nature, has a qualitative approach based on a dialectical perspective. It uses as procedures the selection and analysis of materials produced (reports, magazines, books and presentations at events) during the first decade of MSCE. The particularities of the phenomenon under study reflect the reconfiguration carried out in the field of educational policy in Santa Catarina and the implications for the training process. Considering this scenario, the MSCE is propositional with regard to schooling. Its actions are strategically stitched across the Santa Catarina territory through partnerships with public education networks. Education, in this sense, becomes a commodity of great value to leverage productivity and market competition, being used as a mechanism to foster the interests of the business market. [ABSTRACT FROM AUTHOR]

interpreting the doctrinal, political and pedagogical intentions of the Compêndios de Ensino Religioso - Jesus o Melhor Amigo - Programa para as Séries Primárias printed material is the aim of this text. Published in Rio de Janeiro, then Brazil's Federal District, in 1949, it was used as education material for religious teaching at the Instituto de Educação, which became another tool for the government's nationalization project at that time, in partnership with the teaching doctrines concerning Protestant religious teaching. Why did protestants produce material for religious teaching in public schools if they defended a secular state? In order to analyse the material contents and ideas of the printed material, we have carried out documentary research, highlighting the role of this material in the project of Brazilian children's civilization and the history of religious teaching in primary schools at that time. [ABSTRACT FROM AUTHOR]

Copyright of Revista HISTEDBR on-line 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 Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF 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.)

It deals with the strength of the conversation in the curricular productions woven in the midst of the practices of violence that has affected and been produced in school daily life, from the conflict mediation project, carried out in a Public Elementary School of the municipality of Vila Velha from 2017 to 2019, in a partnership of the Department of Education with the First Court of Childhood and Youth. Does it aim to understand the modes of referral and conflict resolution, asking how these processes have contributed to enhance more loving relationships between the practitioners who inhabit the school? It bets on political practices woven in networks of conversations with school routines, in the intercessures of Certeau, Alves, Freire, Charlot, among others. It affirms, with the subjects practicing the school, the strength of the conversation in the curricular productions woven in the midst of the practices of violence that has affected and been produced in school daily life, from the conflict mediation project, carried out in a Public Elementary School in the municipality of Vila Velha from 2017 to 2019, in a partnership of the Department of Education with the First Court of Childhood and Youth. Does it aim to understand the modes of referral and conflict resolution, asking how these processes have contributed to enhance more loving relationships between the practitioners who inhabit the school? It bets on political practices woven in networks of conversations with school routines, in the intercessures of Certeau, Alves, Freire, Charlot, among others. It affirms, with the subjects practicing the school, the strength of the conversation in overcoming conflicts and producing more loving and altered relationships, which do not eliminate or deny conflicts, but problematize them. conversation in overcoming conflicts and producing more loving relationships and alters, which do not eliminate or deny conflicts, but problematize them. [ABSTRACT FROM AUTHOR]

The essay aims to address how the work of pedagogical coordinators can be considered as a constitutive link in the process of respecting differences within the school environment. The proposed research points to the existence of intercultural frameworks in school spaces, where the pedagogical coordinator is a very important factor for the integration and effectiveness of and in the educational dynamics. From the theoretical references of multiculturalism and critical interculturalism, the implementation of two cultural artistic projects in a public educational unit in the city of Rio de Janeiro will be analyzed. These projects are fruits of the partnership between the educational unit and a non-profit institution. In addition to the political issues that such a partnership may bring about, the focus of research here is limited to analyzing how the projects were constituted, what their relevance is to the school daily life and the relationships they have in it and the importance of the role of pedagogical coordination in all process. [ABSTRACT FROM AUTHOR]

Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade 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 Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade 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 article discuss the initiative of a strategic repositioning of the Federal University of Amazonas in the pursuit of academic excellence in the production of science and technology, by implementing several partnerships to enhance the production of technical and scientific of the institution. This proposal includes the construction of opportunities for cooperation, coordination and exchange between designed people from different sectors to effective technology transfer by creating favorable possibilities for the production of innovation conducted by a commitment to development with social and environmental sustainability in the Amazon region.. [ABSTRACT FROM AUTHOR]

The article focuses on the regional innovation system in Minas Gerais, Brazil that is characterized by an intense information flow between the university system and the industry, focusing on the local steel industry and partnership between universities and businesses.

This article describes the work developed by the Grupo Técnico de Investigação (GTI), which resulted from a partnership between the Associação Nacional de Intervenção Precoce (ANIP) and different national universities with the scientific orientation of Professor Robin McWilliam. The aim of such partnership was to organize and implement a training course for Early Childhood Intervention (ECI) professionals designed to promote family centred routines based interventions. The conceptual framework underlying this training model is based on developmental-contextual theories, which sustain ECI practices embedded in everyday learning opportunities in natural environments. According to this perspective, McWilliam (2005) refers the concepts of engagement, independence and social relations, as well as four dimensions of the learning process in educational contexts, namely environment, activities, approach and interactions, and specifies how they can be used to plan intervention strategies that promote the quality of child interactions. The components of the training model are described, as well as subsequent research lines. [ABSTRACT FROM AUTHOR]

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa 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.)