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Religious Education, especially with regard to the exclusion of the practice of proselytism in school contexts. It is important to emphasize that this issue is of utmost importance, so that one can reflect on the concept of Religious Education present in Brazilian educational legislation, which is based on the assumptions of the field of knowledge of the science of religion, which in turn defends that there contemplates the theoretical, social, political and pedagogical values of the study of religion for the education of citizens. Therefore, it is essential to analyze the role and place of Religious Education in the Brazilian educational scenario, considering its historical, social and cultural configuration, seeking to specifically demarcate where this discipline finds its legitimacy and its educational purpose, which must be based on secularism and respect for religious diversity. In this context, the importance of the school as a social institution that must promote the recognition of religious plurality in all cultural spaces is highlighted. [ABSTRACT FROM AUTHOR]

The analyses presented in this article are part of a qualitative research based on the dialogue between psychosocial cartography and ethnography in education, that discusses the processes of schooling in detention units of the General Department of Socio-Educational Actions of the state of Rio de Janeiro (DEGASE). Based on interviews conducted with male adolescents in deprivation of liberty in 2021, the article aims to reflect on education and the role of the school in these spaces. The analyses point to a school of lack - of face-to-face classes, of teachers, of school routine and a school of the grate - which reproduces prison and disciplinary mechanisms-. However, the reports of the young people also demonstrate that the school is still a privileged space for learning and perspectives for the future. [ABSTRACT FROM AUTHOR]

The effects of Information and Communication Technologies (ICTs) on individuals and the educational process are not yet fully understood. ICTs offer possibilities that were previously unknown, but their improper or excessive use can also make them harmful tools. In school environments, for instance, the misuse of technology can increase efficiency for its own sake, pragmatism, and the loss of the true educational purpose. We cannot overlook the serious risks associated with problematic technology use, such as isolation, techno-abuse, cyber addiction, cyberbullying, consumption of pornography, etc. In the following pages, we focus on the pedagogical understanding of certain problems related to technology and education, specifically cyberbullying and cyber addiction, with the aim of promoting the healthy use of these tools. [ABSTRACT FROM AUTHOR]

This article presents an analysis of contributions from current adult learning theories, adopting an explicit biblical worldview as the starting point to establish a critical dialogue between secular adult education and Christian education. Six takeaways from adult education are explored: adults learn in a unique way; adult learning is an ongoing process, not an isolated event; adults learn better when engaged in the process; adult learning is a holistic experience; relationships play a crucial role in adult education; adult education aims at human flourishing. After each takeaway is explained, a critique based on Christian premises is presented. The last section contains a practical approach, discussing possible applications and recommendations of the adult education theories for the context of Christian ministries. [ABSTRACT FROM AUTHOR]

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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 Revista Gênero e Interdisciplinaridade is the property of Instituto de Ensino e Pesquisa Periodicojs 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.)

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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.)

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The Minas Gerais Sanitation Company implements the Chuá Environmental and Sanitary Education Program with the aim of encouraging and promoting environmental and sanitary education in the school context. The aim of this article is to analyze how environmental education is instilled in the Chuá Environmental and Sanitation Education Program, based on the magazines Caring for Water, Caring for Life; Chuá Family House and Sewage Villains, made available to students in the early years of elementary school. Using a qualitative approach, based on a bibliographical review and documentary research, it was found that there was a lack of critical and transformative macro-trends in environmental and health education, disseminating information that was decontextualized socioeconomically and politically, as well as being based solely on the actions of the students. [ABSTRACT FROM AUTHOR]

This study aims to assess how tools originally developed to combat disinformation through fact-checking can be adapted for an educational purpose. The methodology adopted in this research will analyze the presence of resources specific to pedagogical practice, such as conceptualization, rationale, contextualization, instruction, didactic language, gradual complexity and progressive evaluation, considering how these resources are explicitly or implicitly included in educational fact-checks or guides produced by fact-checkers. The sample involves materials produced by the fact-checking agency Aos Fatos on the Jusbrasil platform - a platform used by fact-checkers, but also the focus of checks due to inaccurate use by communicators and politicians - including fact-checks and guides for using this platform. [ABSTRACT FROM AUTHOR]

This article aims to describe the research carried out by the author, linked to her CNPq Productivity Scholarship. The project is characterized as research and extension and is being developed within the framework of the Postgraduate Programme in Regional Development at the University of Santa Cruz do Sul, Rio Grande do Sul, Brazil. The aim of the research is to develop entrepreneurial education methodologies with young rural people in Rio Grande do Sul and the Western Amazon, in order to identify and implement technological solutions for family-based farms, supported by the relationship established between the University, schools, partners and supporters. The proposal's empirical area of operation is the municipalities of Montenegro, Santa Cruz do Sul and Pantano Grande in Rio Grande do Sul and the municipalities of Manaus and Manacapuru in Ocidental Amazon. The methodological approach uses teaching tools aimed at entrepreneurial education, based on active methodologies, especially the Project-Based Approach (PBA). In addition to a set of activities and techniques, such as: online and semi-presential interactions; visits to rural properties; the production of online or hybrid workshops; the organization of a booklet with the technological solutions found and developed; return of the results to the general community. The results are still preliminary, as the research is ongoing. Various technological solutions have been identified, including: aquaponics, a poultry turning machine, a hydraulic ram, a hollow shovel, among others. The conclusion is that family farmers can play a leading role in the development of their territory through partnerships with organizations such as universities, research bodies and associations. [ABSTRACT FROM AUTHOR]

The aim of this research was to verify the perception of undergraduates and pedagogues about the education of babies (zero to 18 months) in educational institutions. The data was collected using a questionnaire with closed questions, sent out using a strategy known as snowballing, with the use of virtual social networks, and analyzed using descriptive statistics. Analysis of the results from the 123 participants shows that educational care for babies is associated with the need for knowledge about development in order to act intentionally and to link routine activities to the baby's learning. Establishing educational objectives for routine activities can be a differential in the quality of the services provided and in the development of these subjects. [ABSTRACT FROM AUTHOR]

Copyright of Geosaberes: Revista de Estudos Geoeducacionais is the property of GEOSABERES - Revista de Estudos Geoducacionais 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.)

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Copyright of Revista EntreLínguas is the property of Revista EntreLinguas 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 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.)

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.)

With the aim of identifying similarities between the philosophy of Walter Benjamin, in his discussion of childhood, and some aspects of popular education, this article proposes, based on a theoretical analysis of benjaminian and freirean texts, the idea that it is possible to trigger the thought of the aforementioned Berlin philosopher as a basis for deepening reflections on popular educational practices. With this intention, we will not seek to make a eurocentric debate on popular education, but to understand how Benjamin, an intellectual engaged with the struggles of the working classes of the early twentieth century, elaborated pedagogical and political concepts that may be important for committed educators to forms of education aimed at overcoming oppression. [ABSTRACT FROM AUTHOR]

This article aims to reflect on education, in its relationship with human rights, taking as a reference the experience of the Sex Workers Movement in Brazil. In methodological and epistemological terms, this is a study with a qualitative approach, which has as its starting point the reflections and textures built from studies on prostitution, sex work and the movement of sex workers. This way, searches were carried out, surveys of studies and reviews of works on the theme addressed in order to contribute to the theoretical foundation of this study. Furthermore, it was part of the methodology to consider the narratives and voices of the interlocutors of the present study as a fundamental part of the data analysis. The discussion presented here intends to problematize the discussions, questions and reflections about education, human right, and the Sex Workers Movement, pointing out, that this Movement is also configured as a Social Movement building other ways of doing education, a historical task that proposes a political-educational praxis since the battle. In this way, it is legitimized that the knowledge built within the Sex Workers Movement shed light and point to unprecedented-viable ways to build a more diverse world. [ABSTRACT FROM AUTHOR]

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

This article aims to reflect on education, in its relationship with human rights, taking as a reference the experience of the Sex Workers Movement in Brazil. In methodological and epistemological terms, this is a study with a qualitative approach, which has as its starting point the reflections and textures built from studies on prostitution, sex work and the movement of sex workers. This way, searches were carried out, surveys of studies and reviews of works on the theme addressed in order to contribute to the theoretical foundation of this study. Furthermore, it was part of the methodology to consider the narratives and voices of the interlocutors of the present study as a fundamental part of the data analysis. The discussion presented here intends to problematize the discussions, questions and reflections about education, human right, and the Sex Workers Movement, pointing out, that this Movement is also configured as a Social Movement building other ways of doing education, a historical task that proposes a political-educational praxis since the battle. In this way, it is legitimized that the knowledge built within the Sex Workers Movement shed light and point to unprecedented-viable ways to build a more diverse world. [ABSTRACT FROM AUTHOR]

The importance of extension projects for teacher training is noticeable, as well as the social relevance of actions aimed at education and scientific dissemination. Thus, we seek to discuss how extension projects of the Institute of Biology at Universidade de Brasília (UnB) contribute to education and scientific dissemination through the analysis of the activities developed. The methodology consists of document analysis of extension projects, in addition to questionnaires aimed at coordinators and extension workers. The found results demonstrate how the curricularization of extension actions is seen as an opportunity to increase participation at UnB, but it requires incentives, bureaucratic improvements, financial support, greater faculty involvement, and the need for guidance in student education. Furthermore, it emphasizes the importance of creating and maintaining extension initiatives focused on scientific dissemination, with methods of analysis and evaluation to enhance these actions. [ABSTRACT FROM AUTHOR]

The idealization of Biobanks of Human Teeth (BDH) in educational institutions for the capture, processing, and storage of human teeth extracted by clinical indication, with the consent of the patients, is fundamental to providing dental organs in a safe and controlled way according to the principles bioethical, legal and biosafety for scientific and educational purposes. The Biobank of Human Teeth of the Federal University of Paraná (BDH-UFPR), founded in 2010, is managed by the Extension Program "Bank of Human Teeth of the Federal University of Paraná: health education." The Program has linked the projects "Capturing, cleaning and storing human teeth" and "Present Tooth: a look at the Science," in addition to extension events with seminars and lectures. The main objective is to meet the academic needs of undergraduate and graduate students with teeth for teaching, research, and extension activities, preventing the illegal practice of trading teeth and crossinfection when handling them. In addition, awareness-raising actions are carried out on the importance of donating the dental organ in the UFPR Dentistry clinics and health units involved and linking information on the BDH-UFPR social networks and website. In the seminars, articles on stem cells in Dentistry are discussed. In the workshops, activities are distributed to academics, improving their knowledge of anatomy and manual skills from scaling/root planing and restorative techniques. In this way, the BDH-UFPR has a fundamental role in the University, reaching academic, scientific, and external communities with teaching, research, and extension activities. [ABSTRACT FROM AUTHOR]

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

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia 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 surprising announcement of an unknown pandemic caused by a coronavirus in the early 2020s confronted the world's education systems with a major challenge. Solutions, mainly technology-based, were quickly sought to continue formal education, but much non-formal education was stalled because its ultimate purpose was not official certification. This was the case for many University Programmes for Older Adults (UWP), which despite being well organised, systematic and presenting educational objectives, were severely affected by limitations. The aim of this article is to highlight the relevance of virtual training in this type of context through the specific example of the University of Burgos and to highlight the much-needed role of the University in the development of lifelong learning for all citizens regardless of their age or place of residence. [ABSTRACT FROM AUTHOR]

Dilemma: The case focuses on the dilemma of the children's footwear and clothing manufacturer Baby Gut related to changes in the company's management, as it is passed from father to son. But with the passing on of responsibility, a conflict emerges within the organization regarding the position and management model to be adopted by the new manager. Educational objective: The case aims to promote reflection on the characteristics of participatory management models and results-based management, giving the participants concepts of the practice of these models. Contextualization: The case presents the character Geraldo, former manager of the company and father of Lucas, successor to the position of manager. The father maintained a centralized management that shifted the control of decision-making to a purely strategic level. Lucas, when faced with the challenge of managing the company, must decide whether to follow the management model practiced by his father (which, it should be said, has had positive results so far), or follow a different path, one that he believes will contribute to solving some longstanding problems as well as some current and future ones. Main theme: The case contributes to the business dilemma of whether to choose a participatory management model or management by results, and important structure for the company's growth. Target Audience: The case can be applied to undergraduate and graduate courses in administration and management, especially in disciplines involving business management, entrepreneurship, and organizational strategies. Originality/value: The case encourages reflection on theories of centralized management models -- participatory or by results - providing a basis on the subject for decision making. [ABSTRACT FROM AUTHOR]

In this article, which is the result of a doctoral research, we aim to analyze the role assumed by the National Committee for the implementation of the National Common Curricular Base (BNCC) in the construction of the Curriculum Proposal of Paraíba. To this end, we carried out a critical reading of the role of the aforementioned Committee, in order to understand the process of formulating the aforementioned Proposal. For this purpose, we developed a qualitative research, combining documentary and empirical research. In the latter, we elected as subjects a representative of the management committee and four of the technical advisors who worked in the preparation of the Proposal, specifically, the part that deals with early childhood education. It appears, therefore, that all the steps of how to proceed with the curricular restructuring had already been agreed by the National Committee, represented by members of the Ministry of Education, National Union of Municipal Education Directors, National Council of Secretaries of Education, National Forum of State Education Councils and the National Union of Municipal Education Councils, materializing it in the BNCC Implementation Guide. Thus, it was intended to regulate the entire formulation process to ensure alignment with the BNCC, limiting the actions and decisions of the State Commission. We emphasize that there is resistance, on the part of several educational entities, to such curricular documents that aim to align education with the logic of the market, in addition to the fact that the complexity of pedagogical practices reveals that it is not the determinations via decrees that modify the teaching practice, although can influence you. [ABSTRACT FROM AUTHOR]

This article aims to analyze the work of the pedagogical coordinator from the critical perspective of education, identifying the possible contributions to the development of pedagogical practices that are based on the classic educational purposes of the school. It is, therefore, a qualitative research, developed from the perspective of historical-dialectical materialism. The resources used to perform the data collection are interviews and observation. The research subjects are six pedagogical coordinators of Elementary School I of the municipal education network of Cruzeiro do Sul - Acre. Thus, in order to better understand the theme, it was essential to seek a theoretical basis in the literature of: Libâneo, Oliveira e Toschi (2003); Marx (2004); and Saviani (2005), among other authors, who contributed to the development of this dialogue. The analyzes performed indicated that the main challenge of the pedagogical coordinator's work is to guide and direct the teacher towards the performance of pedagogical practices that are based on the classic educational purposes of the school, thus guaranteeing the integral development of their students, through critical thinking. and reflective, which allows them to contribute to the transformation of their reality and to break the social inequality to which many are subjected. [ABSTRACT FROM AUTHOR]

The educational product “The Mystery of Puerperal Fever” is a didactic sequence aimed at basic education teachers and aims to help them teach about the nature of science through a historical narrative. The research that gave rise to this product was carried out online, in synchronous and asynchronous moments, with two 9th year elementary school classes from a public school in the interior of the state of Mato Grosso do Sul. The basis of this research is the assumption that The best way to teach about how scientific knowledge is produced is to use the history of the production of that knowledge. This is because the history of science presents the scientist in his cultural, social, economic and political context, enabling discussions about these aspects that directly or indirectly influence scientific work. Furthermore, it is a way of contextualizing the topic of study. The data collected through moments of online discussion between students and teacher and written activities delivered by students via the Google Classroom platform were analyzed through the prism of the Meaningful Learning theory. It was observed that the proposed didactic sequence enabled students to build adequate conceptions about the nature of science and can be used in other teaching contexts, in order to provide more information about its impact on student learning, as well as directing which points can be adjusted. [ABSTRACT FROM AUTHOR]

This article deals with writing educational games, covering the main game elements and their methodologies for selecting educational content. The main objective is to reflect on how educational games are written, using the literature review methodology. Traditional and alternative instructional approaches to the selection of educational content form a polarized narrative, leading to reflection on the best instructional way to adapt games to the curriculum. The traditional approach teaches the elaboration of instructional goals before the design of educational games. The alternative approach proposes a story-based model for the selection of instructional content. Stories are created by emotional conflicts of interest, using these conflicts to create a story of antagonists favors engagement and meaningful learning. Appropriate technical tools used in the creation of educational games must always be studied, aiming at the efficiency of game design and the effectiveness of learning. The main conclusion of this work is that the traditional and alternative approaches are not antagonistic, and both can be incorporated in the writing of educational digital games. [ABSTRACT FROM AUTHOR]

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