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Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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 International Journal of Professional Business Review (JPBReview) is the property of Open Access Publications LLC 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 GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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 Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education 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 Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education 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 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.)

To analyze the perceptions and experiences of Higher Education teachers concerning Emergency Remote Teaching carried out during the COVID-19 pandemic, at the State University of Montes Claros (UNIMONTES). An exploratory, descriptive research was carried out, with a quantitative-qualitative approach, using an online questionnaire applied to UNIMONTES teachers as an instrument for gathering information. The research data was developed in light from the specific literature It was found that the urgency to adopt remote teaching due to the Covid-19 pandemic, without teachers and students prepared for such significant changes, imposed countless challenges on educators, causing dissatisfaction and requiring them to reinvent their practices. [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 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 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.)

Bullying involves intentional and repetitive aggressive, physical and/or psychological behavior among peers, aiming to belittle the individual who is perceived as fragile and helpless. In the present work, an attempt was made to analyze experiences and knowledge that teachers from public elementary schools in São Paulo have about bullying. Nine elementary school teachers from three public schools (one municipal and two state schools) participated in the research: three of Portuguese, three of Arts and three of Physical Education. In general terms, it could be seen that not everyone knows what bullying is, but everyone has already claimed to have witnessed some type of violence that they believe to be bullying; were able to identify groups susceptible to suffering and practicing bullying; and, finally, they converged when pointing out education and family participation in education as a way to face the practice of bullying. In some cases, interviewees presented stereotypical views of bullying, and some proposed solutions to combat school violence through coercion, which does not favor peaceful coexistence [ABSTRACT FROM AUTHOR]

The study aims to analyze how the professional development of teachers took place in the pandemic context along with the role of the pedagogical coordinator, considering public early childhood education institutions in the municipality of São Luís, Maranhão as the locus of investigation. The discussions are part of an empirical research, through bibliographic and documentary research and the application of semistructured interviews carried out with two pedagogical coordinators working in this teaching stage. To this end, we anchored ourselves in authors such as: Domingues (2009, 2013); Garrido (2015), Santana (2020), etc. From the results obtained, it was found that remote teaching during the pandemic period had major impacts on the organization of pedagogical work, mainly due to the use of digital technologies. But, despite some negative points, it also led to the expansion of knowledge around technological tools, as well as union and cooperation between teachers and pedagogical coordinators, which became an important ally in the professional development of these teachers. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador 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 Paradigma is the property of Universidad Pedagogica Experimental Libertador 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 Paradigma is the property of Universidad Pedagogica Experimental Libertador 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 Linguagens, Educação e Sociedade (LES) is the property of Revista Linguagens, Educacao e Sociedade (LES) 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 GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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 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 GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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 research has as its object of study learning difficulties in the initial years with a focus on the challenges faced by teachers who teach at the stage in question and was built under several concerns that facilitated the choice of objectives and problems. The choice for the theme is justified by the importance of the experiences lived by many teachers, who share their experiences in classrooms, demonstrating concern about teaching and the learning difficulties of their students, including how families monitor the their children's school life. The objective of the work is to analyze the difficulties encountered in the teaching and learning process and detect the causes and main factors that contribute to such problems occurring. The problem that encouraged the research was based on the concern about how the teacher can reverse or alleviate the factors that cause learning delays? The methodology used to construct the work was bibliographical research, with a qualitative nature, as confirmed in the theoretical foundation. The study highlights ideas from many authors in the researched area for understanding and discussing the factors that act negatively on the development of teaching and learning, as well as its multiple concepts in the view of some theorists, among them are: Alves (2007), Antunes (2008), Assis (1990), Cruz (2009), Ellis (1995), Fonseca (1984, 1995), Vygotsky (1998). [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 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 relevance of this study is caused by the insufficient methodological development of the mechanisms and methods for the empathy formation among students of pedagogical and medical universities, which is an important professional competence of future teachers and doctors. The empathic culture of teachers and doctors is an integral part of the personal culture, a component of profession skill that requires purposeful formation and development. The purpose of the study is to theoretically substantiate and experimentally test the mechanisms of formation of the empathic culture in students of pedagogical and medical universities. The main research method is based on the selected diagnostics: 1. The method of diagnosis of communicative control (M. Schneider); 2. Assessment program of non-verbal communication (A.M. Kuznetsova); 3. Methodology ‘Balanced Emotional Empathy Scale’ (A. Mehrabian, E. Epstein). Results. In the profession of a doctor and teacher, we have demonstrated that empathy is an important professional quality. The majority of students of pedagogical and medical universities showed average levels of empathic culture. Emotional and activity channels of empathy are more developed among teachers, and cognitive channels are more developed among physicians. Practical significance. The results of the study can be used in the professional training of students of pedagogical and medical universities.

The objective of this research focused on identifying the level of technological integration that university professors of the Faculty of Accounting and Administration of Autonomous University of Sinaloa, México, possess, based on the TPACK model during their teaching practice. The results were determined using the criterion of mean frequencies (M), where the low level of conceptual knowledge corresponds to M£2.3, for an intermediate level M>2.3 and M£3.6 and for the high-level M>3.6. These findings showed that the teachers were, in general, above the mean in the seven dimensions of knowledge that make up the model (M=3.6). The data reflected that the teachers were at a high conceptual level of technological integration due to their level of knowledge. It was shown that the hypothesis is true, since the teaching activities that promote learning are related to the level of technological integration following the TPACK model. Future lines of research may include direct observation of educational practices in the classroom to advance towards greater scientific knowledge about the integration of technological tools in the design and development of teaching activities with technology.

This work is research into the main difficulties encountered in the teaching and learning process in the school environment. The factors that tend to contribute to the educational inclusion of students with teaching and learning difficulties were analyzed. This work seeks, through bibliographical research, to understand the reasons why these students have difficulties in understanding the content taught in the classroom and to bring a solution to these adversities. The research comprises an investigative and observational process, which seeks to take a look at the student with special needs, on these pertinent issues, which are: difficulties in the teaching and learning process in the school environment. It is possible to conclude that the difficulties encountered in the teaching and learning process are great and teachers face several demands that need to be overcome, such as: better teacher training, lack of teaching material, difficult accessibility for students with disabilities, among others. [ABSTRACT FROM AUTHOR]

This article presents findings from research motivated by the epistemological curiosity of knowing whether history teachers, an area that tends to discuss humanity, its contexts, and cultures, would also share the hegemonic discourse in the face of digital technologies. Through content analysis of responses to questionnaires and interviews with history teachers, the research points to the predominance of the neutral conception of technology from two perspectives: instrumental and deterministic, based on Feenberg's contributions. The work adds to the few studies that pay attention to values, interests, and relationships to expose the political nature of technologies and points to the need for critical teacher training in a society increasingly oriented by digital lines. [ABSTRACT FROM AUTHOR]

Copyright of Interação em Psicologia 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.)

The growing change in standards in higher education is a consequence of the improvement of technologies, social trends, and growing digitalization. Professional development, which is becoming increasingly important in the field of higher education, is aimed at adapting to such a dynamic development, especially affecting teachers. The purpose of this article is to consider the demand for advanced training of university teachers and efforts aimed at meeting the increased requirements for advanced training of personnel in the higher education system. Thus, the authors consider the process of professional development in the field of improving subject knowledge. The authors conclude that professional development becomes a strategic necessity for teachers in a specific context and can be implemented, on the one hand, by considering the expectations and wishes of the participants and, on the other hand, by ensuring the sustainable institutionalization of the concept of professional development.

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 Cuadernos de Historia del Arte is the property of Cuadernos de Historia de Arte 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 Ciencias de la Actividad Física UCM is the property of Ediciones Universidad Catolica del Maule 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.)

Most occupational voice disorders are functional in nature. Excessive and prolonged vocal effort can lead to the development of chronic alterations. The large amount of scientific information produced and disseminated in the field of vocal health requires specialists to pay close attention to the best evidence that helps solve or alleviate the problem. Objectives: Investigate the main themes and methodological approaches of qualitative studies on teachers' vocal health. Methods: Integrative review carried out in the main health data bases and portals, following the steps: choice of theme and elaboration of the guiding question; eligibility criteria of articles for inclusion and exclusion; search strategy, study selection and data extraction; analysis of collected data. The guiding question was: "What are the main issues addressed and methodological characteristics of the qualitative research that deals with the vocal health of teachers published from January 2012 to December 2022?" Results: There were identified 364 studies, with the inclusion of 21 for analysis. The main objectives of the selected investigations refer to the perceptions of teachers or health professionals about: proposals for intervention and promotion of vocal health; factors that interfere with vocal health; association between vocal health and work; association between vocal health and quality of life; evaluation of technology focused on vocal health; and the speech therapist's role in the teacher's vocal health. Semi-structured interviews were the most used strategies for data collection, and content analysis for data analysis and organization. Some articles with a mixed approach were observed. Conclusions: This article helps to expand knowledge about qualitative studies in the area of teachers' vocal health, highlighting its characteristics and strengthening the association between theory and practice, which contributes to decision-making and the application of best practices in health care. [ABSTRACT FROM AUTHOR]

Copyright of Human Factors in 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 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 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.)

Versus is a preposition that in Latin meant 'towards', but already in the fifteenth century it acquired in the English legal language the value of 'against', and with this meaning it is frequently used in today's Spanish. This is what this is really about, to elucidate whether special education should be oriented “towards” inclusive education; or if both models should face each other, or if, on the contrary, special education and inclusive education are models that must converge and be integrated into a school that accepts as a paradigm any educational need’s type. The goal of this call for papers is to develop a space for reflect on these two school models that, in recent times, have come to foster a debate on whether one should should take priority over the other. Special education refers to a set of scientific knowledge and educational, psychological, social and medical interventions focuses on optimizing the possibilities of exceptional subjects. European countries are adapting special education in accordance with the principles of normalization, integration and inclusion, and with the conception of education as a service provided to citizens. The concept of Special Educational Needs´concept focuses on the student's issues, not starting from their limitations, but focusing on the provision of means to achieve equal capacities for all. The World Declaration on Education for All (Jomtien, Jomtien, 1990) is the basis for inclusive education and it goes from the concept of normalization of differences in ordinary schools to the concept of inclusive school, which accepts all students as basically different regardless of their personal and social circumstances. The World Conference on Special Needs Education (Unesco, 1994) held in Salamanca, Spain, represents the beginning of an Inclusive Education Movement, with one of the principles with special educational needs people., they should have access to ordinary schools and be integrated through a child-centered pedagogy capable of meeting those needs. The real challenge of inclusive education involves a work that starts from the recognition of human diversity, the uniqueness of each individual and their belonging to a culture. The Inclusive School is an ethical and social requirement where the learning of all students is guaranteed, with special emphasis on those who are excluded, marginalized or at risk of being so, through the implementation of a set of actions aimed at minimizing barriers to student learning and participation.

The main objective of this work is to analyze the presence of Emotional Intelligence (EI) and Empathy in teachers related to the perception of the classroom teacherstudent interaction processes. Participants were 77 Mexican teachers of different educational levels who answered three instruments: TMMS-24, TECA, and STRS. Results show that just over half of teachers perceive an adequate level of EI. Only a third have medium/high levels of cognitive empathy, linked to the ability to put themselves in the other's place and flexible thinking in different situations. In addition, 40% of them understand others' emotional states adequately, and almost threequarters perceive little teacher-student interaction approaching. Findings and their implications for ongoing teacher training are discussed. [ABSTRACT FROM AUTHOR]

The objective is to trace the State of the Question (EQ) about the biographical writing of female teachers nationwide, making it possible to increase female visibility in teaching. Specifically, it seeks to highlight the main discussions woven in the publications, to know the methodological path use, and to identify the potentialities and existing gaps in the scientific research developed so far regarding this theme. As a methodological route, EQ-type research was used in three databases: Digital Library of Theses and Dissertations, Portal de Periódicos Capes, and SciELO. The EQ resulted in 46 studies which were analyzed in full. The analyzes infer the methodology of Oral History intertwined with documentary sources as the most used; little discuss the teaching practice; and potential to preserve the memory and history of women. [ABSTRACT FROM AUTHOR]

The present article aims to analyze the teacher's right to intimacy based on the Brazilian General Data Protection Law (LGPD - Law n° 13.709/2018). Throught the inductive method, the study has as specific objectives the exam of the mentioned law, the conceptualization of the rights related to personality (personality rights), specially the right to intimacy and the comparison with teacher data protection in the pre-contractual, contractual and pos-contractual phases. The work begins with the study of the law and its application in labor relations. The teacher is approached as an employee of an education institution and the emphasis is placed on the scope of legislative protection for the teacher's personal data and his consent. As a result, the right to intimacy is emphasized as a teacher's personality right regarding his personal data. [ABSTRACT FROM AUTHOR]

The present study sought to investigate how two elements of subjective well-being (life satisfaction and positive and negative affects) relate to the mental health of university professors in their workplace. The sample consisted of 176 professors belonging to public higher education institutions (HEIs) in the areas of Social, Exact, Human, and Health Sciences. The Subjective Well-being Scale (EBES) and the Mental Health Scale - SF36 were used as collection instruments. Descriptive statistics, correlations, and multiple regression analysis were performed regarding the analytical part. The results show that teachers' general life satisfaction is related to health, vitality, and positive affects, and that sociodemographic factors did not show significant associations with the variables under study. Furthermore, it was observed that there was no positive association between negative affects and satisfaction with life and with teachers' mental health in their workplace. [ABSTRACT FROM AUTHOR]

This article, the result of a broader research, explores the identity and belonging function of teachers when representing the rural school. We developed a qualitative study designed as a field research and we had the participation of 35 teachers from a municipality in the interior of the state of Pernambuco. As a collection instrument, we used the semi-structured interview. The analysis of the testimonies revealed that the social representations of Escola do Campo of the teachers are marked by a symbolic content that puts the countryside and the city in opposition, privileging it to the detriment of peasant culture. Consistent with the representations identified, we found that the teacher at Escola do Campo does not reveal identification and/or belonging to the reality in which he works. This non-belonging is linked to teacher turnover between schools, the way in which teachers are assigned to schools, temporary employment and also because they are people living in the city. In view of the results, we point out the need for joint reflections and interventions on the part of the municipal education management and the rural peoples in order to comply with the legal principles and ideas of Rural Education, to prevent Escola do Campo from contributing to diminish life in the countryside. [ABSTRACT FROM AUTHOR]

The article reviews conceptions to recognize pedagogical practices, elucidating how digital technological elements contribute to education. The study addresses the importance of understanding the benefi ts and challenges of integrating digital technologies into education, and discusses how these resources can promote innovation and the development of new pedagogical practices? In addition to suggesting, that computer, math software, websites and online tutorials, with this, students can access information about mathematics quickly, making it easier for them to learn and apply math concepts. In this perspective, it should be considered that digital média can be useful when used in a responsible and educational way to build knowledge, because they off er teachers and students a wide variety of resources to use in the classroom. This text aimed to bring a refl ection on the technologies used in mathematics class. This discipline requires a lot of dedication and study. In a way, technological resources can certainly be useful for improving the quality of teaching and learning. [ABSTRACT FROM AUTHOR]

Environmental Education is essential in people’s lives. Not all students have had the opportunity to participate in Environmental Education projects during their normal study time, however, today many students are involved in projects that help them build social values and protect the planet. The objective of this research was, through an electronic questionnaire, to verify the degree of knowledge that people have about Environmental Education. In total, 1,024 people from all Brazilian states responded to the questionnaire, with the highest percentage of responses from the female audience, aged between 15 and 45 years, who studied in public schools. Most participants have satisfactory knowledge about what Environmental Education is, however a high number of people stated that they have never participated in an Environmental Education project. [ABSTRACT FROM AUTHOR]

The didactic, as a science that seeks the studies of theories and educational practices inside society, treating by teaching processes that involves social objectives, politicians, contents, forms, means and conditions for the teaching and the learning, on the teacher training courses, that is aborded by different focus that correspondent to the traditional paradigms and/or emerging. On this perspective of the theorie of the Complexity and of the Emerging Didactics at the eyes of Morin, Suanno, Pimenta, Moraes, Libâneo, and within so many more and with a way of qualitative study and the procedures of the Content Analysis, tried to observe in which way it is aborded the Complex Emerging Didactic and Trannsdisciplinary on the project of the course of Graduation in Music with license in Musical Education of the Federal University of Goiás, both in their geral principles as in the curriculum matrix and their menus. At this perspective, it is worth highlighting that it was found a incoherence in between the of ontological conception, epistemologicals methodologies of the Complex teaching and transdisciplinary indetified on geral formation of PPC and it's materializations on the curricular content of the document. [ABSTRACT FROM AUTHOR]