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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.)

In recent decades, studies on metacognition and epistemic practices have gained prominence in the field of Science Education, as both are an integral and fundamental part of the learning process. However, probably because they stem from different sources (Cognitive Psychology and History and Philosophy of Science) and have a different nature (epistemic practices involve social interactions and metacognition is related to individual processes), the ideas were developed and consolidated independently. The present study analyzes the performance of 137 elementary school students, through the analysis of the students' answers in the laboratory forms and in an individual questionnaire, in a class on Forces and Newton's Laws, organized as laboratory stations. The results suggest that the collaborative laboratory stations model mobilizes the development of epistemic practices and presents evidence of the presence of metacognitive thinking. In this model, both epistemic practices and possible metacognitive manifestations take the form of arguments and of justification of ideas. Consequently, the development of epistemic practices reveals social, cognitive and metacognitive aspects. The implication of this research emphasizes the potential of laboratory stations for mobilizing epistemic practices and metacognitive manifestations. [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 Museologia e Patrimônio is the property of Museologia e Patrimonio 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.)

Adaptive behavior (AB) concerns skills that enable individuals to be independent. It may be affected by different diagnoses, including Autism Spectrum Disorder (ASD). This study's objective was to investigate AB differences between children and adolescents aged 4 to 21 with ASD only, ASD with other health conditions, and those with typical development and to verify the effects of sociodemographic variables on AB outcomes among individuals with ASD. The sample comprised the caregivers of 309 children and adolescents aged 4 to 21 assigned to a non-clinical group (n = 181) and two clinical subgroups: one for ASD only (n = 47) a nd t he o ther f or A SD w ith c omorbidities (n = 81). ANOVA and T-tests were performed, followed by a bootstrap process to ensure the normality and homogeneity of results. Significant deficits were found in the individuals diagnosed with ASD in all three domains of AB. A significant difference was found in the practical domain between the clinical subgroups. The respondents' educational level and the type of school children and adolescents attended affected the conceptual domain. Sex, on the other hand, only showed an effect in the practical domain. The conclusion is that individuals with ASD present differences in the three domains of adaptive behavior, and sociodemographic characteristics also play a role. However, further studies considering other variables that may influence the findings are needed, to ensure greater reliability of the results. [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.)

Mobilizing Basic Education students cognitively, affectively, and communicatively around activities that encourage them to produce work of a scientific nature is a pedagogical experience that can enhance their scientific initiation. Based on these assumptions and having the gaucho culture as a backdrop, the research reported in this article sought to answer the following problem: what are the contributions of a workshop with an emphasis on ethnomodels of gaucho culture for development of scientific initiation skills in Elementary School students? For this purpose, seven scientific initiation indicators were formulated based on a review of academic-scientific works that discuss education focused on research and authorial production. These seven indicators were used to analyze the data gathered during a workshop offered remotely to students and teachers in the final years of Elementary School, with the aim of instigating the development of investigative and authorial projects for presentation at Science Fairs. The data gathered in this research were analyzed using the Triangulation Theory. The results show the contribution of the Workshop as a driver of the students' scientific initiation, who elaborated works of an investigative nature on themes related to the gaucho culture. Teachers, in turn, reported having started to guide their students in carrying out projects for Science Fairs instead of just proposing them works in advance. The research and the realization of the Workshop confirm the importance of promoting the scientific initiation of Basic Education students, as it is through this initiation that they develop investigative, argumentative, and communicative skills. [ABSTRACT FROM AUTHOR]

This paper presents quality indicators identified from the contributions of Elementary School students from public schools in the interior of the state of São Paulo/Brazil, rescues and seeks to strengthen student participation in the debate on the social quality of public schools. A qualitative research approach was used, based on the answers to a questionnaire with an open question from 1.129 students in the 9th grade of elementary school and, subsequently, the participation of 40 students in a workshop on the quality of public schools. The analysis and grouping of the collected data were organized based on Bardin's propositions (2009). According to the participating students, the aspects that contribute to the quality of social involvement are external determinants: infrastructure, food and financing; and internal: pedagogical practices, organization of pedagogical work, values, interpersonal relationships, behavior. The students' reports allowed us to understand their perspective on the quality of the school and indicated the potential of their contributions when called upon to participate in democratic processes, which expand their training beyond the cognitive knowledge required in largescale assessments, providing opportunities for the development of other dimensions of human formation. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

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.)

This study aims to address the formative movement triggered by a creative and innovative dynamic printed in the Mathematics Pedagogical Residency Program at the Federal University of Paraná (UFPR) in a Lesson Study context. Qualitative in nature from an analytical-systemic perspective, it involved students from the Mathematics Degree course, guiding teachers from UFPR, preceptor teachers from schools in the state education network and elementary and high school students from these same schools. The data comes from observations and notes in the researchers' logbooks. The innovative and creative practices involved the development of exploratory tasks as a didactic strategy for planning classes on the topic "financial education". The result indicates that the training dynamics developed made it possible for residents to perceive that it is possible to develop a dynamic didactic process for teaching practice concerned with mathematical meaning and conceptual learning [ABSTRACT FROM AUTHOR]

This article highlights the relevance of School Financial Education (SFE) as a component of the Elementary School curriculum, demonstrating its importance for the formation of competent individuals in managing their financial resources. Through the analysis of current public policies, particularly the National Common Curricular Base (BNCC), the text explores the integration of personal finance concepts into the school curriculum and discusses pedagogical strategies for its implementation. The article is qualitative in nature and illustrates the applicability of SFE in practice, describing the development and execution of SFE pedagogical activities adapted to students in the early years (4th and 5th grades) of Elementary School. These activities demonstrate the possibility of introducing SFE effectively and meaningfully from the early years of education. Based on the responses obtained, it is inferred that students still have difficulties in formulating numerical expressions and interpreting problems, indicating areas that may need reinforcement or different pedagogical approaches. The results of these activities and their contribution to students' understanding of financial management are also discussed, highlighting the effectiveness of SFE as a teaching tool. [ABSTRACT FROM AUTHOR]

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

Copyright of ouvirOUver is the property of ouvirOUver 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.)

This is a case study that addressed the importance of teaching Geography in Elementary School I, exploring its role in training students in relation to understanding and interacting with the world. The need to awaken in students the perception that Geography deals with the reality of the space in which they are inserted was highlighted, encouraging them to concretely understand the composition of this environment and to place themselves in it consciously, adopting civic attitudes and postures. The main objective was to discuss the relevance of teaching the Geography subject for Elementary School I students, focusing on the construction of knowledge, curriculum design and appropriate pedagogical practices in the teaching-learning process. Furthermore, the use of technology was emphasized as a crucial point for comprehensive learning, believing that, through this tool, it is possible to provide meaning to all the learning skills necessary for students in this age group. The research was classified as descriptive due to the objectives, involving the survey of known characteristics of the facts/phenomena/problems. In relation to the procedures and data collection, it was classified as bibliographic as there was research on the subject where information on the subject was sought, for which reference was made to the National Common Curricular Base, Carneiro (2018), Cavalcante (2012), Ferreira (2019), Lima (2021), Moura (2022), among other authors who contributed to the construction of the article. Data analysis showed that appropriate teaching of the Geography subject allows students to build learning and discoveries based on an understanding of place and space, thus allowing a broader understanding of the world. [ABSTRACT FROM AUTHOR]

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]

Cancer is a disease related to people's behavior and can be avoided by adopting healthy lifestyles. The objective was to carry out a theoretical reflection on a guide script for conversations about cancer as educational activity in elementary school. Methods: Qualitative study of reflection that described a guide script for addressing debates about cancer in schools. The guide includes circle conversations involving children and school members. Results: The script has five steps for talking about: (i) cell; (ii) cancer risk factors; (iii) genetics and cancer; (iv) cancer stages; (v) multifactorial origin and role of the school in promoting knowledge for disease prevention. Conclusions: The script puts the issue of cancer in discussion on the school's agenda. Not talking about this with children means depriving them of knowledge, leaving them at the mercy of poorly conceived ideas and unable to make timely and assertive choices. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Production Engineering / Revista Brasileira de Engenharia de Produção is the property of Brazilian Journal of Production Engineering 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 article narrates life stories of childhood schooling processes belonging to a low-income family, resident of the rural region of RS, in the 70s, and devices of resistance to school abandonment when completing the 4th grade, at the time, the last grade of schooling. It takes as theoretical and methodological references (auto)biographical narrative approaches and life stories. The objectives of this work are: (i) reflecting on the school routine of these childhoods, aiming to rethink the multiple meanings of evaluation and failure as an act of family resistance to remain in school; (ii) narrating to record and understand the economic-political power structures that are behind the historical inexistence of the State in providing education for popular childhoods in the rural area; and (iii) the resistance of children who purposely make mistakes to fail at school, against the social determinations of a State that should take care, offer and promote the permanence of children in school. In summary, we seek to problematize, reflect, and reframe school failure experiences, attentive to the reproduction of countless social inequalities that cross the daily lives of children and families from lower classes, to reframe them in a transformative perspective. [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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 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.)

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.)

Introducion: Flexibility (FLEX) is considered a physical ability that peaks in childhood and is considered of fundamental importance for performance in physical activity at any stage of life. Objective: to evaluate the FLEX in schoolchildren aged 6 to 11 years and compare it with recommended criteria for each age group, considering factors such as sex, age and nutritional status (NES). Materials and Methods: cross-sectional study that investigated children from a private school in the city of Rio do Sul-SC. We evaluated 45 children of both sexes. The variables mass and height were evaluated to obtain the body mass index (BMI). To evaluate FLEX, we used the sit and reach test with the Wells bench. For data analysis, the Statistical Package for the Social Sciences (SPSS) program was used. The Kolgomorov-Smirnov test was used to analyze the normality of the data and descriptive statistics. The significance level adopted was p<0.05. Results: The sample consisted of 62.2% boys (n=28) and 37.8% girls (n=17). Most of the participants had the FLEX level considered Very Good. Underweight and eutrophic individuals represented 77.8%, while overweight and obese individuals represented 22.2% of the sample. Considerations: it was found that individuals with eutrophic EN showed better values in the FLEX classification compared to overweight and obese individuals. We could verify that the older the age, the lower the FLEX. Thus, we concluded that overweight, obesity, and chronological age negatively interfere in the FLEX. [ABSTRACT FROM AUTHOR]

This work presents an extension action involving the topic of pesticides. This theme has been extensively developed, both in teaching and extension activities. However, the differential of the action reported here is that it was all planned to be accessible to the deaf and blind communities, working in a dialogic and critical way (according to Paulo Freire) the Brazilian agricultural development model, especially the intensive use of pesticides. From the documentary “Nuvens de Veneno”, accessible materials were created: Libras window in the documentary; chemical structures of the active ingredients printed in 3D and in high relief with inscriptions in Braille and audio-described; and a printed and audio-described leaflet, contextualizing the problems caused to the environment, human and animal health. All this material was used during the activity at the National Science and Technology Week. The action was carried out both in a booth during the event, at the Federal University of Rio de Janeiro, and in the territory of a state school, during classes of chemistry of six high school classes. During the two days of exhibition at the stand, the activity generated interest from a wide range of audiences, from elementary school children, teachers - who took their classes - as well as a group of deaf students. In the school's territory, the activity moved the classes in a strong way, working on the chemistry of pesticides, social and environmental concerns, including refugee students, with intellectual disabilities, autism and cognitive and intellectual disorders. [ABSTRACT FROM AUTHOR]

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

Copyright of Journal Public Administration & Social Management / Administração Pública e Gestão Social is the property of Administracao Publica e Gestao Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of the study was to describe and discuss the development of a social technology for health education through the gamification technique. The descriptive and methodological research reported the use of Design Thinking for gamification of knowledge about health, through the production of a board game, aiming at health education based on the principles of social technology. The "Caminhos do SUS" was the result of a participatory and collaborative method, based on demands from the school community, identified in a dialogue with the different social actors. In the board game, the player goes through different health and care devices and his mission is to solve problems of daily life. The target audience, school children over 12 years old, must discover the services in the city following the flow of referrals and relating the technical information presented in the letters with their knowledge and that of their colleagues. This process is configured as a multiplication of knowledge and education in health. It is concluded that "Caminhos do SUS" is a powerful tool, capable of generating social transformation from the production of autonomy and sense of community, making it possible to use it as an innovative social technology for health education. [ABSTRACT FROM AUTHOR]

The differences between Brazilian Portuguese and European Portuguese have been the subject of debates, clashes and scientific research for at least two centuries. In this article, we propose to observe how the linguistic ideology of the norm materializes discursively in a contemporary journalistic text published in the Diário de Notícias, in Portugal, which portrays the presence of Brazilian Portuguese expressions in the speech of Portuguese children of school age, consequence of what parents and teachers consider an addiction, motivated by the consumption of audiovisual content produced by Brazilian youtubers. [ABSTRACT FROM AUTHOR]

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

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

The text focuses on the analysis of the relationships between Education, Poverty and Social Inequalities, based on the study of Education institutions created in Natal, capital of Rio Grande do Norte, for/by the poor and working classes. Among such institutions, the School of Craftsmen Apprenticeship, created in 1909, stands out. aimed at the poor classes. Finally, we will see how workers, organized in societies since the end of the 19th century, move in this scenario, including their actions in the educational field. For this purpose, decree n° 7.566/1909, maps of Natal between the 19th and 20th centuries and articles from the newspaper A República will be analysed, among other sources. In conclusion, we observe that the ruling groups wanted to conform the disadvantaged of fortune to an ideal of city and society. But this attempt suffered setbacks on the part of the people, who disobeyed the norms provided for in municipal resolutions, subverted order and discipline at the School and created societies and schools for their children. [ABSTRACT FROM AUTHOR]

The aim of this study was to show the importance of the school mediator in the learning, inclusion and development processes of students with Attention Deficit Hyperactivity Disorder (ADHD). This is a field research, of the case study type, with a qualitative approach. It consisted of the observation and follow-up of school mediation with a student with ADHD in the 5th year of elementary school at a school in the city of Salgueiro-PE. Throughout the article, reports of teachers and activities carried out by the student are presented. Analyzing the teachers' speeches and comparing them with the student's recent attitudes and behavior, it was possible to notice the difference and the general progress of this child after the interventions and strategies developed by the mediator. It was concluded that the student with this disorder needs monitoring throughout basic education, which is essential in their learning and socialization process at school. In this way, the progressive advancement of the child in the school environment tends to be noticed with greater effectiveness. [ABSTRACT FROM AUTHOR]

The text presents the conception and application of an educational product, analyzing and reflecting on the use of solving additive problems in teaching mathematics in a rural context. The product in question was developed from a professional master's research focused on solving additive problems in mathematics education. It is a qualitative study, developed in a Municipal School located in the municipality of Itupiranga-Pará. The educational product, titled "Solving Additive Problems: Pedagogical Guide for teachers teaching mathematics in rural schools," originated as a direct offshoot of the first author's master's research and was developed with a group of 27 fifth-grade elementary school students. The results indicate that it is possible to develop a sequence of problems that seek to foster students' logical reasoning skills, as well as their competencies in solving math problems contextualized in the everyday life of the countryside. Moreover, it shows that the proposed activities represent a holistic approach to Mathematics Education, whose focus is not just on numbers, but on how they connect in the broader fabric of everyday life. [ABSTRACT FROM AUTHOR]

Considering that the presence of a Unified Educational Center (CEU) directly and indirectly impacts the entire surrounding community, comprising this equipment within an interdepartmental public policy, which acts positively in the transformation of the community and in the promotion of citizenship, This article aims to analyze the reports of five students from the 6th and 7th grade of elementary school II, about the places most used by them in CEU Butantã, seeking to understand the process that transforms and re-signifies these places into meaningful spaces. These locations were identified on maps drawn by the students, who justified their choices through interviews conducted in the form of a conversation circle. The maps and reports were analyzed based on Michel de Certeau's concepts of place and space, in dialogue with Milton Santos' concept of territory, and with reference to the dimension of Social Pedagogy. The analysis of maps and reports suggests the importance of peer learning for children and adolescents and the appropriation of policies and public facilities for culture, information technology, art, sports and leisure as fundamental in this process. In the adolescents' speeches, we could infer the use of spaces considered significant together with their families and friends, important for coexistence for the exercise of the right to Family and Community Coexistence advocated in the Statute of the Child and Adolescent. [ABSTRACT FROM AUTHOR]

In this article, we present an excerpt from our master's thesis defended in October 2022. The objective was to understand how school supervision can contribute to the articulation in the transition process of children between kindergarten and elementary school. The research took place in two units of the Municipal Network of São Paulo, one of early childhood education, and another of elementary education. The methodology was qualitative, using as data collection instruments: versions of meaning written by the participants, records of meetings held by the supervisor/researcher and interviews with teachers, pedagogical coordinators and principal. The data collected indicate that school supervision plays an articulating role between the two stages; Trainer of the management team, in addition to guiding and monitoring the articulation actions, the dispatch and the treatment given to the pedagogical documentation in the transition process. [ABSTRACT FROM AUTHOR]

Although there is a lot of discussion regarding work with literature in schools of children's education, it should be noted the importance of organizing intentional work related to toy-books as objects to be investigated considering the book as a whole, with its colors and shapes, and not only as a written text, since the toy-book helps one to understand the materiality of children's literature, this promoting important experiences for the children. The main aim of this study is to discuss the contributions of pedagogical intent when using the toybook as an instrument of interaction in the everyday routine of a school of Children's Education. Having such an assumption in mind, we ask: what are the main contributions of using the toy-book in Children's Education? Regarding methodological aspects, we used qualitative research during meetings with the children, in which they had significant experiences with the toy-book. [ABSTRACT FROM AUTHOR]