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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 Reflexão & Ação is the property of Universidade de Santa Cruz do Sul 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 intends to outline a historical reconstitution of the configuration process of the field of popular education in Brazil, comprising its trajectory and its theoretical-conceptual development from the 1950s to the present day. This is a study with a qualitative approach built from bibliographical research with a descriptive characteristic, which was based on the narrative type review modality. As a result, different experiences, and historical moments of popular education in Brazil are characterized, for example: a) from the genesis to the process of disarticulation; b) the intensification of repression resulting from the civil-military dictatorship to the spread of practices across different sectors; c) from the emergence of new guidelines to the reinvention of the field of popular education; d) from political achievements to institutional challenges. Next, an attempt is made to outline a possible characterization of what popular education is in its multiplicity of perspectives. Finally, it is concluded that, in addition to understanding popular education as a political-pedagogical practice, understandings of this as a theory, a field of knowledge construction, an organized civil society movement, and public policy. [ABSTRACT FROM AUTHOR]

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

This article intends to outline a historical reconstitution of the configuration process of the field of popular education in Brazil, comprising its trajectory and its theoretical-conceptual development from the 1950s to the present day. This is a study with a qualitative approach built from bibliographical research with a descriptive characteristic, which was based on the narrative type review modality. As a result, different experiences, and historical moments of popular education in Brazil are characterized, for example: a) from the genesis to the process of disarticulation; b) the intensification of repression resulting from the civil-military dictatorship to the spread of practices across different sectors; c) from the emergence of new guidelines to the reinvention of the field of popular education; d) from political achievements to institutional challenges. Next, an attempt is made to outline a possible characterization of what popular education is in its multiplicity of perspectives. Finally, it is concluded that, in addition to understanding popular education as a political-pedagogical practice, understandings of this as a theory, a field of knowledge construction, an organized civil society movement, and public policy. [ABSTRACT FROM AUTHOR]

This study aimed to analyze the main determinants of individual income inequality in Brazil. For this, an earnings equation was estimated. We used a twostage approach in order to control both for sample selection bias and endogeneity problems. After that, we used decompositions based on the Shapley value, a solution concept for cooperative games. The results show that education emerges as a most significant determinant of income inequality, no matter what inequality index was take. [ABSTRACT FROM AUTHOR]

In this text, I analyze the place of students' experiences in their pragmatic readings of texts, influencing the teaching-learning dynamics of anthropology and the impacts on the understanding of their alterities. The arguments to support this proposition are based on recent discussions on ethnography, as a way of developing theories and concepts, producing knowledge, and works on ethnography in education. The reflections presented here were built from classes taught in the city of Codó, located in the east of Maranhão-Brazil, and from online classes during the covid19 pandemic, for a class with students from the same city. [ABSTRACT FROM AUTHOR]

This article is a review of recent Swedish leadership research in two large public-sector areas: education and care. By comparing and contrasting research in these areas, we unveil the specifics and commonalities of research in public-sector leadership. We reviewed research articles from 2018 to 2020 and analyzed theories used, data-gathering methods employed, and topics researched. The results show some fundamental differences between the two areas. Compared to research on education, research on care is to a larger extent non-theoretical and is often focused on change management, quality assurance, and leaders' roles in employee health. Conversely, studies on education are theory driven and mostly focused on leaders' roles in learning and shared leadership. We discuss the state of Swedish public leadership research and make suggestions for mutual learning and moving forward in this research field. [ABSTRACT FROM AUTHOR]

The present study analyses suffering and self-inflicted violence in old age, discussing the rates of death by suicide in Brazil and the predictors of self-inflicted violence in old age, in addition to proposing a discussion about the existential void in the experience of the elderly in the light of Viktor Frankl's logo theory and education for the meaning of life as a protective aspect throughout aging. From the narrative review movement, it was realized that associated risk factors, especially depression and existential emptiness, can contribute to cases of suicide in old age. This process contributes to the individual clinging to the negative side of old age, despairing and appearing existentially frustrated, observing self-inflicted violence, and, consequently, suicide as a possibility of putting an end to the suffering experienced. [ABSTRACT FROM AUTHOR]

In this paper, we intend to trace a brief articulation between psychoanalytical theory and the field of education, with the purpose of promoting reflections derived from this promising yet somewhat complex dialogue in our research area. To this end, the ideas developed by the British pediatrician and psychoanalyst D. W. Winnicott (1896-1971) are taken as a central reference; more specifically, his contributions concerning the concept of “democracy”. Moreover, the concept of the “Educating City” is used to rethink the role of society, and its implications for the construction of solid and transforming educational practices. [ABSTRACT FROM AUTHOR]

Every educational practice and theory has an underlying fundamental philosophical framework or, more commonly, a combination of two or three philosophical currents. Therefore, this article aims to describe five important philosophical tendencies in Western thought and how they support contemporary pedagogical readings, studies and positions. The theoretical constructions elaborated here results of a bibliographic research, highlighting the main principles and some precursors of each current, as well as their limitations. Finally, the text presents some influences of these approaches on some contemporary pedagogical practices in Occident and, particularly, in Brazil. Roughly, Positivism was essential to development of Technicist Pedagogy, Phenomenology to Waldorf Pedagogy, Marxism to Pedagogy of Liberation, Existentialism to New School Movement and Structuralism to Constructivism. [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.)

Brazil is a country marked by the institutionalization of the curriculum, where this document is given too much importance, one of the ways of controlling the action of educational institutions by the State, as well as the teacher's action, not only being a guideline, but an authoritarian way of demarcating the control of teaching professionalism. In this sense, more democratic alternatives for the formulation of curricula are necessary, and the Freirian theory of Liberating Education presents itself as one of the possibilities. Thus, this article aims to present and describe the assumptions of the curriculum within Liberating Education. To this end, this research is of a qualitative nature, descriptive level, with a deductive bibliographic research approach. In all, 12 assumptions necessary to the formulation of a liberating curriculum were found. Although some criteria have a greater qualitative importance than others, they all compose the same political-educational praxis, and it is not possible to dissociate or neglect them in the process of formulating the document. Thus, radical democracy is the criterion that guides all the others, being epistemically present in the goals, means, justifications, and the whole theoretical-practical set that makes up the liberating praxis. No truly liberating education along the lines of Paulo Freire can be antidemocratic, antidialogical, segregationist, antidialectic, or banking. [ABSTRACT FROM AUTHOR]

This research carried out an archive analysis, having as object the degree program structure (DPS) of a natural sciences teacher training course. Based on Freire's Liberating Education, as well as other critical theoretical frameworks, and the French-Brazilian Discourse Analysis theoreticalmethodological framework, it aimed to look at the context production of the discourse materialized in the DPS. Through the analysis, it was considered that emerged from their interdiscourse elements such as: articulation between theory and practice in teacher education; articulation between teaching, research, and university extension; approximation between University and School; pedagogy of competences. On the other hand, some silences were noticed: absence of theoretical affiliations; jargon and commonplaces; absence of equity discourse. Thus, it was concluded that the critical-transformative perspectives cannot and should not appear in a veiled or implicit way in a document of this type. On the other hand, in this movement, we can consider the silence and inconclusion present in the discourse materialized in the DPS precisely as points of drift, transformation and overcoming of the hegemonic logic. [ABSTRACT FROM AUTHOR]

This study aimed to discuss how Environmental Education is presented in the curriculum of Licentiate Degree courses in Social Sciences, History, Geography and Biological Sciences at the Federal University of Paraíba - UFPB, Campus de João Pessoa. Therefore, it was based on a qualitative research, figuring the subjective meaning of the messages expressed in the analyzed content, through Document Analysis. For the treatment of the data found, Content Analysis was used, in association with Document Analysis, in the search for contextual conditions and evaluative and historical components, which are changeable. As a result, it was possible to observe that, despite the characteristics of critical education, the curricula still present traditional and pragmatic projects that favor conservative and behavioral environmental educational approaches. It is concluded that it is paramount that training processes, developed capacities, professional profiles and contents covered in the curricular field are based on the understanding of reality in its entirety. That they are theoretically, methodologically and epistemologically based on critical theories of education, and that they express the necessary coherence to achieve the expected transformations. [ABSTRACT FROM AUTHOR]

Copyright of Olhar de Professor is the property of Olhar de Professor 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 Reflexão & Ação is the property of Universidade de Santa Cruz do Sul 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 Didáctica Geográfica is the property of Grupo de Didactica de la Geografia 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 História da Educação is the property of Historia da Educacao 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 Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao 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 presents the results of a research, based on a didactic experiment, which had as subjects a group of students from the ninth grade of elementary school. The study had as its theme the generalization of standards and foresaw the realization of sessions to solve problems that had as part of the strategy the use of technologies, including digital ones, with an emphasis on the GeoGebra software. Thus, the investigation assumed a qualitative character, with an outline supported by the concepts of didactic engineering. In theoretical terms, the investigation found support in the theory of didactic situations and in authors related to the central theme, such as Dreyfus, Zazkis and Mason. The interactions between the pairs formed to solve the problems showed that the planned didactic strategy allowed the subjects to reflect on the proposals addressed, providing mathematically valid solutions for the activities, using a set of available technologies, digital and non-digital, in convergence. [ABSTRACT FROM AUTHOR]

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.)

The pandemic context brought several challenges to public higher education, especially the disciplines that have Practice as a Curricular Component (PCC) in the context of teaching with research. This article presents an analysis of the adjustments made in the organization of educational processes with regard to the PCC in the discipline of Research and Educational Processes (PPE) in pandemic times in the Pedagogy Degree Course of the Instituto Federal Catarinense (IFC) - Campus Camboriú. The analysis was carried out by the teachers of the discipline in conjunction with an academic. Possibilities of articulation between theory and practice were identified, with the approximation of shared experiences with professionals who develop teaching praxis with research in basic education. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the teaching path and identify the construction of knowledge by university teachers for teaching martial arts and combat sports. This is a descriptive study with a qualitative approach, in which participated seven higher education teachers who taught martial arts and combat sports in undergraduate courses in Physical Education. Narrative interview was used as data collection technique. Data analysis was carried out using content analysis technique, with categories organized both a priori (training and professional path) and posteriori (involvement with martial arts and combat sports and knowledge about the content of martial arts and sports combat). Results showed the participants’ involvement with martial arts and combat sports along their trajectories, and some participants considered the experience of practicing martial arts and combat sports as an important knowledge for teaching. The teachers considered as limitations for teaching not having expertise in martial arts and combat sports, the lack of bibliography on martial arts and combat sports teaching, and not being full professor of the subjects that they were teaching. On the other hand, the results looked beyond the teaching of martial arts and combat sports techniques, embracing historical, social and game-oriented aspects. Based on the theory of the “knowledge base for teaching”, this study points outs that teachers tend to consider the different types of knowledge to support teaching, however, they still need to reflect on their trajectory and improve and transform their knowledge bases, aiming to a teaching that breaks with the problems pointed out by the literature and by the participants. [ABSTRACT FROM AUTHOR]

The continuing education of rural teachers is considered essential for the construction of the identity of being a teacher and for the construction of an education proposal aimed at peasant development. This formative space, which takes place both in service, in the school space, and outside it, in universities, institutes and social movements, is considered as a territory of dispute and power. In an effort to understand, we discussed continuing education and its relationship between theory and practice in the resolutions and prescriptions of the National Common Curricular Base (BNCC) in the light of the category of analysis "contradiction", of the dialectical materialism method. Finally, regarding the centrality in the epistemology of practice marked by rural education, we point to praxis with the appreciation of the knowledge built by humanity and the unity of theory and practice. For this, we used a literature review, document analysis and data collected through questionnaires with education secretaries and field teachers in the municipalities surveyed. The results point to formations focused on the epistemology of pedagogical practice, conditioned to problems that arise in the daily life of the classroom, Exchange of knowledge, reposts of successful experiences and sharing of anxieties; training focused on essential knowledge: Portuguese and mathematics (Reading, writing and calculation) with preparation for external assessments and) lack of specific continuing training for Rural Education. Finally, regarding the centrality in the epistemology of practice marked by rural education, we point to práxis with the knowlwdgw built by humanity and the unity of theory and practice. [ABSTRACT FROM AUTHOR]

This bibliographic study is added to the set of research devoted to Brazilian educational, pedagogical and curricular theories. It is divided into two sections, jointly committed to clarifying the influence of education critical theories and the curriculum on the educational component of Brazil. As for the presentation of critical pedagogical theories that constitute what is conventionally called "Brazilian pedagogical progressism" from the 1980s onwards, it is reflected in the Liberating and Libertarian pedagogies, respectively in the figures of Paulo Freire (1921-1997) and Maurício Tragtenberg (1929-1998). However, it also investigates the particularity of the pedagogies that also constitute the progressive field: they are respectively the Critical-Social of Contents and the Historical-Critical pedagogies, studied in the figures of José Carlos Libâneo (1945-today) and Dermeval Saviani (1943-today). Finally, as a concluding effort, it focuses on the historical determinations launched in the curriculum field by this critical theoretical movement. [ABSTRACT FROM AUTHOR]

The teaching of physics is approached in this article with one of the most crucial points for learning, the methodologies and techniques. The points that lead to students’ lack of interest: mathematization of content, lack of infrastructure, insufficient workload. The predominant problem in this area of education and methods or theories are presented, proposed by Ausubel (1980), Libâneo (2006), Lima (2016), Moreira (1982) and Silva (2018) to alleviate these factors. The present work had as research focus to adapt which of the pedagogical trends is the best to be adopted when it comes to the teaching of thermal physics for high school students. With the analysis, the Progressive Renewed Liberal Tendency proved to be the most appropriate, for valuing experimentation, active study and previous knowledge, the latter defended by Ausubel in his Theory of Learning, where the student captures new information and improves at his own pace. preexisting. However, the research addressed the important contents for the development of learning in the discipline of physics, merging the assumptions by the pedagogical practices studied, where the role of the teacher and the student were the main focus in obtaining means that facilitate learning, coming to verify that both are important and must be complementary, as there will be situations in which one will be more efficient than the others. [ABSTRACT FROM AUTHOR]

The Theory of Mathematics Education (TEM) program, created by Hans-Georg Steiner, is discussed in its philosophical and epistemological aspects, and nine ideas and six theses that arose from the concern to systematize theories and methodologies for research in mathematics education, and its establishment as a scientific discipline. The methodological path taken was the bibliographic review of the texts written by the author. We conclude that in the last 10 years, there does not seem to have been much progress on the thinking expressed in the research outlined by Hans-Georg Steiner for the Theory of Mathematics Education Program. However, the research emphasizes that there is some discussion about the construction of the comparative chart of the views of mathematics education as a scientific discipline and how this development would be in the face of the possible cases produced by meta research. [ABSTRACT FROM AUTHOR]

The focus of this research is to highlight the philosophy as a scope of reflection on the contributions of the research field of mathematics education and didactics of mathematics for teacher education, as well as to ponder on a didactic-methodological device called study and research path built on the anthropological theory of the didactic (ATD). In this way, we seek to explain that mathematics education and the didactics of mathematics are consolidated by research and scientific production regarding teaching and learning mathematics, as well as the production of theories and methodologies to contribute to the fortification of these as areas of knowledge. To this end, we take as our theoretical contributions research in mathematics education and the anthropological theory of the didactic (ATD). Thus, we intend to use the theoretical assumptions of a study and research path (SRP), regarding the teaching and learning of mathematics aimed at teacher education. In this sense, the present research points to significant qualitative supports that provide the means to understand the mathematics teaching and learning in basic-school teacher education, especially with the use of the SRP device. [ABSTRACT FROM AUTHOR]

In this paper, we present the elaboration process of an instructional unity consisting of classes using videos, experiments, exercises, tests, and lectures including questions or examples about practical situations, to illustrate theoretical discussions about thermodynamics and fluid mechanics, oriented to environmental and sanitary engineering. The theoretical frame adopted was the educational theory of Dewey, who defends the development of the student's reasoning and critical thinking. The methodology involved data collection through questionnaires, applied to students and professionals from environmental and sanitary engineering, orienting the choice of activities in the context of their professional field to compose the instructional unity. The application of the activities took place during physics classes for second-year students in the environmental and sanitary engineering of a private university. The results indicated an increase in the students' interest, measured by their intense interaction with the experiments and engagement in the discussions. The analysis of the student's answers to an evaluation questionnaire shows that they valued the experience and recommended it for other courses or subjects. [ABSTRACT FROM AUTHOR]

This article presents the experience report of the practical application project in basic education, its methodological proposal being the evaluation of learning during the course of classes/workshops, so that students both develop conceptual knowledge and practice in the creation of robots, through practical activities and in accordance with the school curriculum, acquiring knowledge of the evolution of technologies and the fundamentals of low-cost or scrap sustainable robotics, basic programming concepts and the importance of sustainability and preservation of the environment, linked to the Mathematics discipline concepts. As main results, we present a systematization for selflearning and self-assessment of students throughout the teaching and learning process, based on the theory of Computational Thinking and Creative Learning. [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS 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 Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS 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 Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI 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 e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo 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 e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo 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 Meta: Avaliação is the property of Revista Meta: Avaliacao 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 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 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.)

The article presents the dialogue between the novel "Sabela" by Conceição Evaristo and the ontoepistemological questions produced by the philosopher Denise Ferreira da Silva, in order to create methodological propositions for research in the field of curriculum. Dreams, fictional narratives and the Afro-Brazilian mythological universe inspire the ways of doing research built from the writing tours. Based on the concept of escriptiveness coined by Evaristo and the infinite refractions produced by the abebés of Oxum and Iemanjá, (EVARISTO, 2020) the text invites methodological productions based on epistemologies that refute the universal subject of modern narratives, while pointing to ontologies that do not obliterate raciality. The text questions the use of data as a reference to reality in education research and defends a way of researching for the encounter, based on writing tours. The dialogue between education professionals who recognize the curriculum built at school and its crossings in the racial gear generated questions to the curriculum theory, since the methodological procedures of the field reiterate foundations based on the notion of a transparent subject and on the unequal distribution of the ontological condition, the from the Enlightenment notion of humanity. The text argues that activating writings as a methodological proposal is to point to mirages of endless processes of identity disturbances (DERRIDA, 2001) recognizing the onticide (WARREN, 2021) that crosses the experience of black people, whose integrity remains at risk. (FERREIRA DA SILVA, 2019). [ABSTRACT FROM AUTHOR]

Copyright of Revista Arqueologia Pública 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.)

This article analyzes the emancipatory meaning in Paulo Freire. This notion articulates the revolutionary humanist dimension that the author attributed to the education for freedom. It develops the following question: what is the emancipatory meaning of the Freirean utopia? It is highlighted that the Freirean utopia is configured by overcoming the capitalist sociability when approaching education as a dimension of human praxis that is developed in the historical process. A bibliographic review was carried out for analyzing Paulo Freire's revolutionary humanism, especially Education as a Practice of Freedom and Pedagogy of the Oppressed. The Freirean dialogue with authors who approach Brazilian social formation and the Marxian tradition of studying the philosophy of praxis was also systematized to establish the relationship between education for freedom and human emancipation. The critical theory of education indicates that the Freirean utopia was guided by an integral and unlimited notion of freedom. The relationship between an education for freedom and human emancipation conferred a character of overcoming the capitalist sociability through its reproduction of the relations of exploitation, domination and oppression. [ABSTRACT FROM AUTHOR]

É apresentado um editorial para a revista que discute políticas para a educação superior, intervenções educacionais e desafios educacionais interculturais. O artigo também enfoca os poemas atribuídos a Homero com foco nos costumes educacionais gregos para a teoria da educação, história da educação e determinação teleológica da educação.

The article exposes a working device that involves research and teaching of language in graduate university. It was developed with heterogeneous groups of language teachers in different disciplines and levels of education, EJA (Youth and Adult Education) and a laboratory of language technologies for children. In the experience, teachers understood the functioning of language with new concepts, and invested in subjectivity in teaching, by creating new ways of preparing classes, with theory and responsibility. They explored the identifications that happen between subjects, language and knowledge. The expression of anguish gave way to the pleasure of creation. More than pedagogical activities, teachers implemented "teaching gestures", interfering in the symbolic of daily work and in the social context. As researchers, they were able to analyze both this teaching process and the language materials produced in class, in their dissertations and theses. [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.)

The Han Dynasty period (206 AEC-221 EC) was remarkable for the renewal of Chinese historiographical writing. The emergence of Shiji from Sima Qian served as the basis for a new form of historical production, giving rise to official dynastic stories; but with Liu Xiang, a didactic story, focused on education, achieved great success and questioned the theories and forms of writing of this kind. In our text, we will analyze how one of Liu's literary productions, Zhanguoce, has become an important teaching manual of moral values and ideas, and is still a reference in ethical and strategic issues today. [ABSTRACT FROM AUTHOR]

The present and the future of education are awaiting urgent change. Those who can make this change possible are the teachers themselves, their way of understanding themselves, affecting their own educational identity. The purpose of this essay is to approach the development of their own identity, which must be present from the beginning of the training of future professionals, encouraging students to reflect on their own previous educational experience. This identity will be developed, in their formative process and will deepened during their professional trajectory, though the theory-practice reflection. We present a model of teacher-educator, expert in humanity, capable of growing himself and accompanying others to display all their possibilities and they learn to look at themselves and at reality, to influence and transform. It is necessary to prioritize a curriculum that puts educational theories with own life. [ABSTRACT FROM AUTHOR]

This article discusses the relation between the developmental project designed for the country in the 1950s and 1960s and the high school, based on the ideology of modernization oriented to social and economic progress, which emphasis on teaching as an element able of making possible the intended changes, according to the precepts of the theory of Human Capital. For this, the methodology used involved documental analysis, according to the assumptions of Cellard (2008), having as methodologicalinterpretative principles Popkewitz's (1997) theorizations, involving 'social epistemology'. Based on these notes, three printed materials intended for secondary school teachers were analyzed: 'Escola Secundária' magazine, published between 1958 and 1963, and the books 'Manual do Professor Secundário', by Theobaldo Miranda Santos, published in 1961 and 'Escola Secundária Moderna', by Lauro de Oliveira Lima, published in 1962. The research results indicate the emergence of new rationales for teaching secondary education in Brazil, which we call 'neo-teaching', based on the imperatives of economic development, following the corporate molds of performativity, competitiveness and permanent innovation. Such configurations, derived from the neoliberal economicist perspective, position the teacher as a facilitator of learning, based on the ideal of modernization and renewal of teaching, oriented towards pedagogical efficiency. [ABSTRACT FROM AUTHOR]

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