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The São Paulo Network Program of Teacher Training (RedeFor) of the Secretary of Education of São Paulo State /Brazil, has proposed in partnership with the São Paulo State University, the continuing education for teachers of the State public school system, through specialization courses, about Inclusive and Special Education, in the distance learning modality. In order to meet an audience of 1.600 teachers, seven courses were implemented from 2014 to 2015, amongst which is the course of Special Education, with a total workload of 444 hours spread between activities in the Virtual Learning Environment of UNESP, internships, In-Person Meetings as well as preparation and presentation of scientific papers. After the completion of disciplines and In-Person Meetings, in 2015 were created 55 groups for the guidance of academic papers, where each supervisor had to perform the online pedagogical mediation of 10 to 20 course participants for the preparation of a scientific paper. It is intended to discuss in this article the aspects present in two scientific papers developed within the course, which addressed the discussion about the beginning teachers and curriculum for the development of Special Education within the Inclusive perspective. The results demonstrate that this specialization course brought important elements to the axis of participant's reflections, so that Special Education can really be strengthened in an inclusive perspective, in the public schools of São Paulo.

This research paper aims to show the panorama and scope of the current existing sex education practices carried out by the Costa Rican public universities. It analyzes different initiatives, its theoretical approaches that guide the actions, their purposes and other relevant aspects. The analysis includes secondary information as well as the point of view of students and university staff, as inputs for decision-making aimed at improving the overall education of young people. The findings take part of an exploratory research based on qualitative and quantitative methodologies based on gender and constructionism perspective. The information was gathered via the application of a questionnaire to a specific uneven stratified cluster groups, composed by 766 enrolled undergraduate students since first semester 2011 at Universidad Nacional de Costa Rica. The statistical margin of error was 1.5% and the confidence level of 95%. In addition, two focus groups with students and depth interviews with 16 persons were made. Data were tabulated with CSPRO software and analyzed using R software. The findings suggest that Costa Rican universities recognize the importance of sex education as an essential part of overall development of students. Most of the initiatives are institutionalized; however, the lack of guidelines or policies on the subject, in most institutions, affects quality, consolidation and expansion of services. The need to strengthen and expand training activities on sexuality was identified as well. The students have a high opinion about the services offered, but few of them use these services, because they are perceived as less accessible and friendly. This paper concludes that it is a priority to maintain and strengthen existing initiatives on sexual education, so that they can effectively satisfy the needs of youth, with timely interventions and quality to enjoy a healthy and safe sexuality free from violence.

This research project revolves around the properties of text linguistics under a qualitative approach. The author analyzed drafts of a research paper by two university students as well as lesson plans and textbooks of high school Spanish Language and Literature courses and lesson plans of courses from the Licentiate degree in Education. According to the information from the drafts, students struggle with coherence and cohesion in writing; however, they succeed in choosing the correct language for the type of writing. Difficulties are most likely due to fact that this topic is not included in secondary education plans and is not commonly addressed in textbooks or university classes. In conclusion, teachers should include the properties of text linguistics in their lesson plans in order to help students overcome these difficulties.

The São Paulo Network Program of Teacher Training (RedeFor) of the Secretary of Education of São Paulo State /Brazil, has proposed in partnership with the São Paulo State University, the continuing education for teachers of the State public school system, through specialization courses, about Inclusive and Special Education, in the distance learning modality. In order to meet an audience of 1.600 teachers, seven courses were implemented from 2014 to 2015, amongst which is the course of Special Education, with a total workload of 444 hours spread between activities in the Virtual Learning Environment of UNESP, internships, In-Person Meetings as well as preparation and presentation of scientific papers. After the completion of disciplines and In-Person Meetings, in 2015 were created 55 groups for the guidance of academic papers, where each supervisor had to perform the online pedagogical mediation of 10 to 20 course participants for the preparation of a scientific paper. It is intended to discuss in this article the aspects present in two scientific papers developed within the course, which addressed the discussion about the beginning teachers and curriculum for the development of Special Education within the Inclusive perspective. The results demonstrate that this specialization course brought important elements to the axis of participant's reflections, so that Special Education can really be strengthened in an inclusive perspective, in the public schools of São Paulo. O programa Rede São Paulo de Formação Docente (Redefor) da Secretaria de Educação do Estado de São Paulo/Brasil propôs, em parceria com a Universidade Estadual Paulista (UNESP), a formação continuada de professores da rede pública estadual de ensino, em cursos de especialização nas áreas da Educação Inclusiva e Especial, na modalidade a distância. Para atender a um público de 1.600 professores, foram executados de 2014 a 2015 sete cursos, entre os quais se encontra o curso de Educação Especial na Perspectiva da Educação Inclusiva, com carga horária total de 444 horas distribuídas entre atividades no Ambiente Virtual de Aprendizagem da UNESP, estágios, Encontros Presenciais, bem como elaboração e apresentação de Trabalhos Acadêmicos (TA). Após a finalização das disciplinas e Encontros Presenciais, em 2015 foram criadas 55 turmas para orientação dos TA, em que cada orientador deveria realizar a mediação pedagógica on-line de 10 a 20 cursistas para a elaboração de um artigo científico. Pretende-se neste artigo discutir sobre os aspectos presentes em dois artigos científicos desenvolvidos no âmbito do curso, que abordaram a discussão sobre professores iniciantes e currículo para o desenvolvimento da Educação Especial na perspectiva Inclusiva. Os resultados demonstram que o curso de especialização trouxe para o eixo de reflexão dos cursistas elementos importantes para que a Educação Especial possa realmente se fortalecer em uma perspectiva inclusiva, nas escolas públicas do Estado de São Paulo.

In this article there talks each other the discussion that exists concerning the utility of the exercises of paper and pencil, being this one of the principal weakness in the contemporary school. That's why it begins formulating a typical exercise of kinematics, in which there for is asked the student a simple reasoning of a concrete situation, later it is analyzed which would be the possible solutions to the enunciated situation, and then the statement transforms in a problem of research adding parameters, variables and modifying the purpose of the questions, this way a problematic situation appears in the what one the student will be capable of choosing the fundamental aspects to solve it, in such a way that this one adopts an attitude adequate before a research process. Finally a perfectible solution appears in accordance with the scheme used by the student to verify it experimentally.

Human capital theory (HCT) has moved from a core tenet of neoclassical economic theory to a normative and prescriptive policy position that guides our understanding of economic growth across multiple scales, from the individual to the national. In this paper, a diverse group of graduate students interrogate their experiences of accumulating and realising ‘human capital.’ They argue that HCT holds at its centre an abstract and falsely universal subject that obscures how transnational relations of patriarchy, race, and coloniality constitute class relations and thus create a reality in which investments in human capital cannot be realised by all. This paper further elaborates how this group of adult learners developed an understanding of class as a socially constituted relation within capital and thus foregrounds the need for adult educators to work from a more nuanced articulation of class that recognizes relationality with other forms of oppression.

The aim of this paper is to show the impact of Information and Communications Technology (ICT) by using WhatsApp with activities based on collaborative work, real time communication, and feedback. The relevance of presenting authentic material such as topics of students’ interest combined with collaborative work is central for developing motivation and success within the Content and Language Integrated Learning (CLIL) approach. The paper describes two activities: The first activity focuses on the creation of sentences using Google Photos, and the second one focuses on listening and speaking skills by using the shared space facilitated through WhatsApp as a mediation resource used by teachers in their classrooms, among other 21st-century digital tools. Also, the objective of achieving optimal learning outcomes promotes the increase of educational quality.

This paper reflects on post-pandemic school condition and speculates the temporal characteristics of post-pandemic school education based on an empirical school study. By conceptualising pandemic as an accident as developed by Malabou (2012) and adopting the timescape perspective as a methodological device to identify the characteristics of post-pandemic schools, this paper reflects on an ethnographic study of a school which adopts a bring your own device (BYOD) policy. The paper identifies three turns for post-pandemic school condition, namely a turn towards algorhythmic patterns (Miyazaki, 2012), infraschoolization and taskification of classroom practices (Alirezabeigi, 2021). By showing how classroom practices are organized around devices, students and teachers, the paper elaborates on spatiotemporal reconfigurations of schools and centrality of tasks for post-pandemic education. Based on these turns and the concept of plasticity, the paper concludes that the post-pandemic condition can be described as a plastique stability after the accident of pandemic.

O presente artigo situa um estudo do tipo estado do conhecimento com o objetivo de mapear o que se tem produzido acerca dos sujeitos egressos da Educação de Jovens e Adultos (EJA) no Ensino Superior em diferentes plataformas de socialização dos trabalhos acadêmicos, tais como Banco de Teses e Dissertações, artigos em periódicos e anais de eventos. O levantamento apresenta elementos de natureza teórica e permite conhecer o que já foi pesquisado e publicado sobre a inserção de alunos egressos da EJA no ensino superior, nos últimos 11 anos (2008-2018), período que marca a implementação de políticas públicas de inclusão das camadas populares no âmbito do ensino superior. Nos resultados da investigação foram identificados vinte e quatro trabalhos que tratam dos egressos da Educação de Jovens e Adultos no ensino superior, debatendo os processos, trajetórias, os sentidos e seus sentimentos nesse nível de ensino, e apontam para a importância dessas políticas públicas para o acesso e a permanência na continuidade dos estudos. Em virtude disso, a criação desses programas pode possibilitar aos discentes não somente a qualificação para o mundo de trabalho, mas, também, o prosseguimento desses estudos, sendo essa uma forma de se encontrarem, se perceberem socialmente inseridos no âmbito da sociedade, já que são vistos, muitas vezes, com olhares estereotipados. Portanto, o estudo evidencia a necessidade de estudos acerca dos sujeitos advindos das camadas populares que ingressam no ensino superior. Palavras-chave: Educação de Jovens e Adultos; Ensino Superior; Egressos da EJA. The status of knowledge about EJA graduates and their stay at the university ABSTRACT This paper presents a state of knowledge study aimed at mapping what has been produced about the Youth and Adult Education (EJA) graduates in Higher Education in different platforms for the publication of academic works, such as the Theses and Dissertations Bank, journal papers and conference proceedings. The survey presents theoretical elements and allows knowing what has been researched and published on the insertion of EJA graduates in higher education in the last 11 years (2008-2018), a period that marks the implementation of public policies for the inclusion of the lower classes in higher education. The results of the investigation pointed to twenty-four works dealing with graduates of Youth and Adult Education in higher education debating the processes, trajectories, meanings and feelings in higher education, and also point to the importance of these public policies for the access and the permanence at school. As a result, the creation of these programs can enable students not only to qualify for jobs, but also to pursue these studies, which is a way to meet people, to perceive themselves as socially inserted in the scope of society, since they are often seen with stereotyped looks. The study also highlights the need for studies on lower-class subjects who enter higher education. Keywords: Youth and Adult Education; Higher Education; EJA graduates. El estado del conocimiento de los egresados de EJA y su permanencia en la universidad RESUMEN El presente artículo sitúa un estudio del tipo estado del conocimiento con el objetivo de mapear lo producido sobre los jutetos egresados de la Educación de Jóvenes y Adultos (EJA) en la Educación Superior en diferentes plataformas de publicación de trabajos académicos, tales como el Banco de Tesis y Disertaciones, artículos en revistas y anales de eventos. La encuesta presenta elementos de naturaleza teórica y permite conocer lo investigado y publicado sobre la inserción de los egresados de EJA en la educación superior en los últimos 11 años (2008-2018), período que marca la implementación de políticas públicas para la inclusión de las capas populares en la educación superior. Los resultados de la investigación sinalizaron para veinticuatro trabajos que tratan con egresados de Educación de Jóvenes y Adultos en la educación superior debatiendo los procesos, trayectorias, significados y sentimientos en la educación superior, y apuntan para la importancia de estas políticas públicas para el acceso y la permanencia en la continuidad de los estudios. En virtud de eso, la creación de estos programas puede permitir a los estudiantes no solo la calificación para para el mundo laboral, sino también para continuar estos estudios, siendo esa una forma de encontrarse, de percibirse socialmente insertados en el ámbito de la sociedad, ya que son visto a menudo con miradas estereotipadas. Por tanto, el estudio evidencia la necesidad de estudios sobre los sujetos vindos de las capas populares que ingresan a la educación superior. Palabras clave: Educación de Jóvenes y Adultos; Enseñanza Superior; Graduados EJA.

Este artigo traz para a reflexão as relações que se constroem entre docentes e educandos/as da Educação de Pessoas Jovens e Adultas (EPJA) em escolas da Rede Municipal de Educação de Belo Horizonte (RME-BH). As análises apresentadas partem de uma pesquisa realizada com docentes de ampla trajetória de trabalho na modalidade, que variam entre 11 e 32 anos de experiência no campo. Com o objetivo de descrever e analisar essas relações, o artigo indaga sobre como os/as docentes participantes da pesquisa reconhecem as especificidades dos sujeitos que frequentam a EPJA na RME-BH e constroem, junto com eles/as e na interação com a comunidade, um conjunto de práticas cuja finalidade é a busca pela garantia do direito à educação de todas as pessoas que chegam na EPJA, destacando a dimensão ética e política do fazer educativo. Palavras-chave: Docência na EPJA; Relações entre docentes e educandos/as da EPJA; Direito à EPJA. Reflections on the relationship between teachers and students in YAE: paths that meet in the search for the guarantee of a right Abstract This paper aims to reflect on the relationships built between teachers and students of Youth and Adult Education (YAE) in schools of the Rede Municipal de Educação de Belo Horizonte (RME-BH). The proposed analyses are based on research conducted with teachers who have extensive work trajectories in the modality, ranging from 11 to 32 years of experience. With the aim of describing and analyzing these relationships, the paper explores how the teachers participating in the research recognize the specificities of the individuals who attend YAE at RME-BH and build, together with them and in interaction with the community, a set of practices whose purpose is to ensure the right to education of all people who attend YAE, highlighting the ethical and political dimension of education. Keywords: Teaching in YAE; Relationships between teachers and students in YAE; The right to Youth and Adult Education. Reflexiones en torno a las relaciones entre docentes y educandos/as de la EPJA: caminos que se encuentran en la búsqueda de la garantía de un derecho Resumen Este artículo se propone reflexionar sobre las relaciones que se construyen entre docentes y educandos/as de la Educación de Personas Jóvenes y Adultas (EPJA) en escuelas de la Red Municipal de Educación de Belo Horizonte (RME-BH). Los análisis planteados parten de una investigación realizada con docentes que poseen amplias trayectorias de trabajo en la modalidad, las cuales varían entre 11 y 32 años de experiencia en el campo. Con el objetivo de describir y analizar dichas relaciones, el artículo indaga sobre cómo los/as docentes participantes de la investigación reconocen las especificidades de los sujetos que asisten a la EPJA en la RME-BH y construyen, junto a ellos/as y el resto de la comunidad, un conjunto de prácticas cuya finalidad es la búsqueda de la garantía del derecho a la educación de todas las personas que llegan a la EPJA, destacando la dimensión ética y política del quehacer educativo. Palabras clave: Docencia en la EPJA; Relaciones entre docentes y educandos/as de la EPJA; Derecho a la EPJA.

Singapore is one of the leading countries in the digitalization of education and the use of blockchain technology. Since 2016, Singapore has been implementing the Ubin project to create a national digital currency. The paper aims to analyse legal regulation of the use of distributed ledger technologies in the education system of Singapore. Based on the analysis, it is concluded that Singapore extends the provisions of securities legislation to digital tokens, which have the characteristics of securities or futures. Singapore has developed a set of rules enshrining requirements for cryptocurrency exchanges, which reduces the risks of fraud and money laundering using cryptocurrencies. The paper also analyses MAS reports on the development of a state's digitalization of education. The paper concludes that Singapore's experience can be used by other states to shape or modernize their education system.

The purpose of this research is to analyze the acquisition of teachers’ digital competencias through the use of virtual environments and information and communication technologies to improve the teaching-learning process. A systematic review was conducted through the search and compilation of empirical studies over five years (2019 to 2023), in the specialized databases: Scopus, Redalyc, SciELO, and the academic search engine Google Scholar. Based on the PRISMA statement, and through inclusion and exclusion criteria, a total of fourteen research papers were selected. After examining them, it was possible to identify how digital literacy through the use of virtual learning environments influences the development of teaching work and performance and consequently also contributes to student learning. Among the digital skills most used by teachers that have allowed innovation and improvement of the teaching process are mainly the management of information and mastery of digital tools for the creation and management of educational resources.

This paper presents the results of a research work focused on identifying educational improvements needs in the field of digital teaching skills (DTS) in higher education, specifically in a Teacher Training College. There are several frameworks to assess this, however, this research focused on those related to the competence: communication and collaboration described in the Marco Común de Competencias Digitales Docentes (MCCDD) (INTEF, 2017). The pandemic evidenced as an emerging requirement in terms of the DTS also national and international foundations in which it is highlighted how these are essential to support lifelong learning and to inclusion. Ten teachers from Veracruz participated in the study through the focus group technique, which made it possible to recover information to learn about their perspectives on the training needs they identified in the area of the DTS, both in themselves and in the degree program in education in which they teach. The MAXQDA program was used to analyze the information and graphs were created with the segments of their oral participations. The results are shown in Unique-Code Model (summaries) of each skill in the area of communication and collaboration.

The present study was a meta-analysis compiling research on digital citizenship conducted in Mexico in 2011 - 2023. It was guided by the objective of arguing, analyzing and categorizing the lines of knowledge generation and application (LGAC) related to digital citizenship in Mexico. The methodology applied was meta-analysis where 88 research studies were documented: 47 papers, 33 journal articles and 8 theses. The studies found support the existence of six LGAC in Mexico. It was concluded that the studies are related to understanding the way in which society appropriates digital technologies, interactions through social networks and the manifestations of digital identity. Another point to highlight is that the study of digital citizenship has been used to analyze the acquisition of digital skills and attitudes, social issues addressed by digitalization, the roles played by educational actors in the virtual environment and the promotion of multiculturalism. The studies found provide relevance to the LGAC, and allow concluding that digital citizenship is a topic present in research on educational technology in Mexico.

This paper presents a descriptive analysis and comparison of higher education policies at the State and organisational levels, methods and effectiveness of digital learning in Italy and Nigeria due to the changes occasioned by the COVID-19 pandemic. It is a reflection of the Adult Education Academy (AEA) 2021 experience that was focused on the consideration of the status pre-and post-pandemic along the mega, meso and micro dimensions in a bid to create an optimal learning environment, encourage innovative teaching methods in both countries and learn lessons. From a comparative perspective, the purpose of this paper is to explore the practices and strategies implemented by the two universities in Italy and Nigeria to address the challenges caused by the pandemic. Some practical teaching/learning methods will be proposed to prepare institutions for the new normal.

Participation in adult learning is shaped by “heterogeneous, complementary, antagonistic and contradictory temporalities” (Alhadeff-Jones, 2017, p. 3). Time is an essential, sociocultural factor, and learning needs and takes time (cf. Schmidt-Lauff, 2019). “Too busy at work” and “childcare or family responsibilities” (OECD, 2017) are the main reasons for non-participation in adult education. Time is a significant element in gender inequalities on the international level (European Institute for Gender Equality, 2020a, 2020c). This paper comparatively investigates how time, gender and learning are interwoven in adult education in Slovenia and Hungary. The analysis includes a first comparison of quantitative data and time-related policies. However, to do justice to the complex character of time, a triangular approach, using qualitative data collected in interviews with (non-)participants, goes beyond statistical description. The study aims to better understand the subjective experience of temporalities, while learning (considering stress and maturation, etc.). The paper seeks to raise awareness on the time sensitivity, for example, of struggling with temporal constraints when both caring for children and being a successful businessperson.

The emphasis on graduates’ employability is a significant challenge for universities to support their transitions to the labour market, especially in countries with high youth unemployment rates. The concept of employability and its main definitions constitute the framework of this paper, according to which its influence on higher education policies and practices is considered. In the context of knowledge economies and high-skilled labour demands, employability acts as an educational process that supports the transition from university to work. In this regard, the study directly addresses adult education studies, their impact on career pathways and resourcefulness in the development of a life plan. Based on this framework, the paper illustrates a comparative analysis of employability policies that influence higher education strategies in in Italy, Nigeria and Palestine.

This paper reports an exploratory sequential mixed-methods and action research study of the Content and Language Integrated Learning (CLIL) methodology at a state institution in Florencia (Colombia). The study aimed to explore the implementation of CLIL in a virtual learning environment and its implications for English as a Foreign Language (EFL) learning during the health emergency caused by COVID-19. The data collection instruments were a single interview, observations, reflective journals, classroom artefacts, and a questionnaire. The findings reveal that the CLIL methodology contributes to English learning. Thus, the results show the significant role of keywords and content vocabulary, contextualized lessons, assignments, and virtual games in fostering the students’ listening skills, oral production, motivation, critical thinking, and development of cultural awareness. Hence, the outcomes demonstrate that the integration of virtual tools benefits the CLIL methodology in the virtual learning environment. Finally, the paper contains evidence supporting the implementation of CLIL, the contributions to EFL learning, and suggestions for further studies.

Computer science is regarded one of the subjects best suited for teaching with ICT-supported CLIL, as the English language is the lingua franca of computing, and the computer science classroom is an ideal place to apply digital technologies. This paper aims to explore the role of content and language integrated learning (CLIL) in the teaching and learning of computer science in English – focusing especially on using information and communication technology (ICT). For this purpose, a systematic literature review based on the PRISMA protocol was carried out. A total of 31 documents published in the period 2011–2021 on CLIL in computer science and ICT in the CLIL environment were analysed. In this article, first, the advantages of using CLIL in computer science will be discussed, followed by illustrating the benefits and challenges of applying ICT in CLIL lessons. Finally, trends in research on technology enhanced CLIL will be presented, outlining existing findings as well as identifying research gaps in the field. The most important shortcomings and difficulties outlined in the related literature are the limited research on both CLIL and ICT supported CLIL in the subject of computer science, the inconsistent terminology for using ICT in CLIL, and the need in CLIL teacher training courses for the effective use of digital technologies. Therefore, the findings of this paper identify a variety of future research agendas in order to increase the effective, ICT-supported CLIL in the subject of computer science.

The continuously progressive education system of the 21st century requires the introduction of innovative teaching methodologies incorporating up-to-the-minute technology-oriented styles, which are capable of changing the traditional ways of conducting classes presenting teachers as the ultimate source of knowledge, with a new notion which considers teachers as facilitators and guiders in the world of information. A plethora of research has been conducted with respect to flipped learning, however, the number of research papers presenting content analysis is limited indicating the deficiency and lack of content analysis-based papers on Flipped Classroom in Education. Thus, to fill this gap in the literature, there is a demand for conducting a content analysis. In turn, the aim of this paper was to identify the importance and impact of the distributed documents on a Flipped Learning Model (FLM) in Education which was done by gathering data from the SCOPUS database with keywords ‘Flipped Classroom in Education’, within the range of ten years (2011-2020). All studies published in SCOPUS, were statistically analyzed and examined according to the year of publication, subject area, document type, country/territory, languages, source type, types of research and the research methods. It was found that the publications related to FLM in education had dramatically increased from the year 2011 to 2020. The findings of this study also highlighted the importance of FLM in education, especially in courses that require cognitive skills like social studies, medicine, and computer science.

This paper discusses the role of citizenship and political education in the contemporary society. It analyses the consequences of neoliberalism regarding its assault on the social sphere and its production of mass inequality around the world. We initiate the conversation by making education central to politics, culture as the key tool that helps us to analyze the meanings of citizenship. The privatization of citizenship narrows the debate around the role of the citizen, the public sphere and undermines democratic values. The goal of this research is to try and understand whether political education can reduce social inequality or not, and how the presence of an informed and politically engaged culture helps create the agents necessary for a substantive democracy. The chosen method enables the production of an international literature review with a systematic bibliographic search, exploring the meanings and scientific uses of the categories Political Education, Social Inequality, Citizenship and Democracy after many years under the neoliberalism hegemony around the globe. This research was conducted via the following databases: Google Scholar; Networked Digital Libraries of Theses and Dissertations (NDLTD); Education Research and Information Center (ERIC) and Scientific Electronic Library Online (SciELO). It includes papers written in English, Spanish and Portuguese which publishing dates range from 1999 to 2019. A total of 51 articles were selected to compose the analytic corpus (n=51). After reading all of the texts and making a content analysis, the results were presented in 3 categories: i - Citizenship education and political education: theories and practices (Conceptual approaches on citizenship and Students’ capacity for political or moral reasoning fostered by political education); ii - Politics, human rights & democratic values in education (Critical approaches of human rights or democratic values on higher education; Popular education or citizen participation on political education and Politics as a teaching or learning tool for formal education); iii - Relationships among State, citizens and civil society (Positive relationships in contemporary societies and Conflicts in adult education). Under neoliberalism, civic culture, democratic values and informed dialogue atrophied. Clearly, this is partly due to the dominant neoliberal view that social agency is dangerous and needs to be shaped by neoliberal forms of education. Under the reign of neoliberalism, there has emerged a pedagogical machinery of power engaged in producing a culture of manufactured ignorance that works to produce a form of political repression. However, as an alternative, many pieces of research are arguing that education must empower citizens to engage in their communities as a method to learn, engage in individual and collective action, and how to participate in political struggles and public affairs. Political education can be an important social movement against the inequalities. That seems to be crucial for building a direct and participative citizenship in our contemporary democracy.

Este trabalho é um relato de experiências obtidas no ano de 2019 durante a execução do projeto “Eficiência Energética na Escola” com uma turma do Segundo Ano do Ensino Fundamental de uma escola localizada em Bagé, Rio Grande do Sul. As ações extensionistas foram promovidas por discentes, docentes e técnicos-administrativos em Educação, vinculados ao Curso de Graduação em Engenharia de Energia da Universidade Federal do Pampa, Campus Bagé. O projeto almejou sensibilizar educandos da Rede de Educação Básica para a concretização de uma cultura voltada ao uso eficiente de energia elétrica. Sob a colaboração dos professores responsáveis pelas turmas, as atividades propostas contemplavam apresentações, discussões, jogos e demonstrações práticas em sala de aula sobre a temática de eficiência e conservação energéticas, e sobre eletricidade aplicada. Este trabalho detalha os procedimentos realizados e as estratégias de ensino-aprendizagem adotadas, como métodos tutoriais, estudos dirigidos em pequenos grupos e práticas pedagógicas gamificadas. Os resultados são discutidos e detalham principalmente as mudanças de hábitos para um uso mais racional da energia elétrica observadas durante e após a execução das ações extensionistas. Essas ações estimulam o interesse pelo Ensino Superior no ambiente escolar; aprimoram a rede de colaboração entre Universidade e escolas; e apoiam a Rede de Educação Básica. Com isso, fomenta-se a divulgação científica e tecnológica, demonstrando o papel e a importância da Universidade para o desenvolvimento local e regional. Palavras-chave: Eficiência energética; Escola; Engenharia de Energia; Educação Básica Promoting conscious and sustainable consumption of electric energy through a university extension project for elementary education Abstract: This paper aims to report the experience from the project named “Energy Efficiency in the School” with seven-year-old students in a Second Grade classroom in a school located in Bagé, Rio Grande do Sul State, Brazil. In 2019, university extension activities were promoted by students, professors, and technical-administrative employees who work in the education field at the Undergraduate Degree in Energy Engineering at the Federal University of Pampa, Bagé Campus. The project goal is to sensitize Basic Education students to build a culture based on the efficient use of electric energy. In cooperation with the classroom teachers, the proposed activities embrace presentations, discussions, games, and in-class practical demonstrations on energy efficiency and conservation, as well as applied electricity. This paper details the procedures performed by the project team and the learning strategies used in the classroom, such as the tutorial, small-group, and game-based learning techniques. Results are discussed, emphasizing the lifestyle changes for the efficient use of electric energy verified during and after the university extension activities were carried out. This project motivates elementary school students to pursue Higher Education; enhances the collaboration between University and schools; and supports the Basic Education. Thereby, scientific and technological knowledge is disseminated, demonstrating the role played by the University in the local and regional development. Keywords: Energy efficiency; School; Energy Engineering; Basic Education

This paper aims to analyze the process of recognition and validation of prior learning, a public policy measure meant for the low schooling adults in Portugal. This analysis is the result of a qualitative research based on semi-structured interviews with professionals responsible for implementing the process and on biographical interviews with adults certified through this process. The empirical data collected allowed us to identify some elements of innovation in the process of recognition and validation of prior learning in Portugal. This paper analyzes two elements of innovation: on the one hand, the use of the biographical method and life histories; and, on the other hand, the monitoring provided by the advisor and teachers, recognition and validation. In our point of view, the identified elements of innovation contribute so that the process of recognition and validation of prior learning, oriented, from the political point of view, increases the educational qualification of adults, presents a training potential in the adults involved.

El artículo muestra, a partir del análisis de libros de texto de educación musical para la enseñanza primaria, los valores, estereotipos, esquemas mentales y significados que se transmiten en el curriculum no siempre de un modo consciente o regulado. El objetivo es analizar qué modelos culturales se transmiten, cuáles son los espacios de silencio, qué ausencias y por el contrario qué presencias son reforzadas y transmitidas con el uso de estos materiales curriculares. El artículo consta, en primer lugar de una introducción al estado de este campo de investigación mostrando la relevancia y oportunidad de esta problematización del currículum. Se trata de una investigación de carácter cualitativo que usa el análisis del contenido y del discurso como herramientas metodológicas. Posteriormente se exponen los resultados de la categoría Representaciones Culturales organizados en las subcategorías siguientes: género, mirada eurocéntrica, culturas y tradiciones populares y relación con el entorno. El análisis de los libros de texto nos alerta sobre el dominio de la hegemonía cultural androcéntrica y la reproducción de miradas eurocéntricas que no han superado el colonialismo y el patriarcado, tratando las culturas minorizadas y populares propias del entorno de los niños y las niñas desde el exotismo y el distanciamiento. Se concluye señalando la relevancia de este tipo de investigaciones para comprender los efectos culturales implícitos en la presentación del currículum en los materiales de uso en las aulas. /// The research paper shows, from the analysis of the musical education textbooks for primary education, the values, stereotypes, mental schemes and meanings that are transmitted in the curriculum not always in a conscious or regulated way. The objective is to analyse what cultural models are transmitted, what are the spaces of silence, what absences and on the contrary what presences are reinforced and transmitted with the use of these curricular materials. The article consists, first of all, of an introduction to the state of this field of research showing the relevance and opportunity of this problematization of the curriculum. It is a qualitative research that uses content and discourse analysis as methodological tools. Secondly, the results of the category Cultural Representations are presented. This category is organized in the following subcategories: gender, Eurocentric gaze, popular cultures and traditions and relationship with the environment. The analysis of textbooks alerts us to the dominance of androcentric cultural hegemony and the reproduction of Eurocentric views that have not overcome colonialism and patriarchy, making a distant an exotic treatment of minority cultures and popular cultures closers to children's environment. This paper concludes with the relevance of this type of research to understand the cultural effects implicit in the presentation of the curriculum in the materials used in the classroom.

Este artículo se centra en el análisis de un proceso co-diseño de prácticas educativas abiertas (PEA) para el desarrollo de competencias transversales en el contexto de una universidad a distancia. A través de la participación activa de profesoras, estudiantes e investigadora, se pretende facilitar el diseño curricular de prácticas educativas abiertas, que favorezca el desarrollo de competencias transversales por parte de los estudiantes. El estudio se enmarca en una investigación más amplia que aplica el modelo de investigación basada en el diseño (IBD). Concretamente en este artículo se aborda el análisis de la fase de diseño, con un enfoque eminentemente cualitativo, utilizando como instrumentos la observación participante y el análisis de los productos realizados por los participantes en el proceso de co-diseño. El estudio se propone responder las siguientes preguntas: ¿Cómo se lleva a cabo y qué aporta el método de co-diseño al diseño de PEA para el desarrollo de competencias transversales? ¿Qué tipo de contribuciones realizan y qué rol asumen los distintos participantes en el proceso de co-diseño? Los resultados reflejan la dinámica del proceso de co-diseño, el tipo de contribuciones y roles asumidos por cada participante y el aporte efectivo del método de co-diseño para el diseño de PEA, considerando por una parte el grado de comprensión e incorporación de los conceptos fundamentales en los escenarios diseñados y por otra, la utilidad de los instrumentos de diseño utilizados. /// This paper focuses on the analysis of a co-design process of open educational practices (OEP) for the development of transversal competences in a distance university. Through the active participation of teachers, students and researchers, the aim is to facilitate the curricular design of OEP, which favors the development of students’ transversal competences. The study is part of a broader research that applies the model of design-based research (DBR). Specifically, this paper deals with the analysis of the design phase, with a qualitative approach, by using participant observation and the analysis of the design products elaborated in the co-design process. The study aims to answer the following research questions: How is the co-design method carried out and how does it contribute to the design of OEP for the development of transversal competences? What kind of contributions do participants make and what role do they assume in the co-design process? The results reflect the dynamics of the co-design process, the type of contributions and roles assumed by each participant and the effective contribution of the co-design method for the design of the PEA, considering on one hand the degree of understanding and incorporation of the relevant concepts in the designed scenarios and, secondly, the usefulness of the design instruments used.

This paper reflects upon the possibilities the public university in Brazil offers to promote actions for the consolidation of an area of emergent studies and practices called Early Childhood Education in Rural Areas (ECERA). The objective here is to discuss experiences in the light of Teaching and Research in the realms of the Federal University of Campina Grande (Universidade Federal de Campina Grande – UFCG), which, via professors-researchers, has contributed for the construction of knowledge and for the strengthening of practices directed to the mentioned area since 2010. The paper also enlightens advancements and situations the University needs to solve in order to consolidate the commitment for knowledge construction and for social transformation. To do so, historical aspects related to the organization of the ECERA are discussed and action regarding ECERA is taken, mainly involving Teaching and Research at UFCG. It is already possible to foresee the presence of ECERA in Teaching and Research carried out especially at Unidade Acadêmica de Educação (UAEd) [Academic Unit of Education], associated with Centro de Humanidades (CH) [Humanities Centre] of UFCG. However, some other actions must be taken in order to reinforce the ongoing action and to advance in different directions relevant to the university, just like the Extension.

This paper weaves problematizations about the universalization and obligation of education of Brazilian children since four years old. Using the genealogy of Michel Foucault with the analytical tool of problematization, this study is dedicated to understand how some historical facts could be conditions of possibility to the constitution of an educated childhood in the Modernity. As an analytical element, this paper takes the legal apparatus that formalizes the obligation of school enrollment of children, together with their permanence. Besides that, there are excerpts of the magazine Pátio Educação Infantil, making evident the relationships of power and knowledge that are produced and that also put in operation a determined governmental logic, problematizing the way people assume them as true nowadays.

This article presents a literature review on the longitudinal approach research methodology used in education researches in Brazil. It was considered as necessary to identify studies with such methodology, since this perspective is not commonly used in education researches in Brazil. The following repositories were used: Scielo, the CAPES scientific journals Bank and the CAPES Thesis and Dissertation Bank. For the papers selection, the following descriptors were used: "longitudinal studies", "longitudinal study", "Brazil" and "education". Twenty papers, published between 2000 and 2017, were selected for an in-depth analysis with the purpose of describing these studies characteristics and possibilities presented with this research methodology. Finally, we propose using the School Census data, collected by the National Institute of Educational Studies and Researches Anísio Teixeira (INEP) to conduct researches with a longitudinal approach in education.

The impact of higher education institutions on society has become the focus of significant policy attention in recent years, most prominently as part of research evaluation. This paper presents a theoretical exploration of the notion, identifying the key dimensions as source, form, trajectory, intensity, timescale and destination. While acknowledging the importance of porosity between universities and society, and the need to address critical contemporary challenges, five dangers of the impact agenda are highlighted: the normative dimension; the linear relationship; unpredictability; measurement; and instrumentalization. As a response to dominant conceptualizations, the paper proposes the notion of the generative intrinsic as a more robust basis on which to base the work of universities. O impacto das instituições de ensino superior na sociedade tem se tornado o foco de atenção política significativa nos últimos anos, mais proeminentemente como parte da avaliação da pesquisa. Este artigo apresenta uma exploração teórica da categoria noção, identificando as dimensões-chave como fonte, forma, trajetória, intensidade, escala de tempo e destino. Embora reconhecendo a importância da porosidade entre as universidades e a sociedade, e a necessidade de abordar desafios contemporâneos críticos, cinco perigos da agenda de impacto são destacados: a dimensão normativa; o relacionamento linear; imprevisibilidade; medição; e instrumentalização. Como resposta às conceituações dominantes, o artigo propõe a noção do intrínseco generativo como uma base mais robusta sobre a qual basear o trabalho das universidades.

Taking into account, that science and education in Russia are related to certain priority areas designated by the State and the social development policy, this article is focused on the issues related to the modernization of the academic degrees’ system in Russia. This system is characterized by multiple imperfections that particularly influence the motivation of high-education teaching personnel. In this paper, the authors study several recent problems encountered in the current legal regulation governing the attribution of academic degrees in Russia while observing its inconsistencies and legal contradictions. The paper also contains an analysis of suggested proposals that could be added to the current legal texts, regulating the institution responsible for academic degree attribution. In general, the authors suggest a conceptual approach to modernize the mechanisms of normative legal regulation which organizes the attribution of academic ranks. It is suggested to improve the evaluation system of scientific publications used to evaluate applicants for an academic degree, and to establish a transition towards a point-based evaluation system based on the quality of scientific and educational work. The thesis formulated expresses the need to develop a system of social and material guarantees for the benefit of scientific and educational staff and the implementation of effective means to motivate their educational and research activity.

The relevance of this problem is determined by the immaturity of the theory of forming knowledge economy at the setting of corporate training, as well as by the specific peculiarities of organizing corporate training in a market economy. The transfer of Russian economy to the innovative model based on knowledge economy requires reconsideration of practically all patterns and methods of the knowledge economy formation both in corporations in general and in corporate training in particular. The purpose of the paper is to reveal the need in acquiring new professional knowledge in corporate training and to show the importance of improving managerial skills and personal traits that increase motivation to learning and forming the knowledge economy. The leading approach to this problem is the analytical method that studies the works of Russian and foreign researchers in the field of management in education. It includes stages from the identifying the subject matter of the category of "knowledge economy" to the features of forming "knowledge economy" in the setting of corporate training in corporations. This research is impossible without the use of such scientific methods as analysis and synthesis, as well as methods of system analysis that combines organizational, personal and technological components, expert evaluations, re-engineering business processes of training. It is due to the fact that the formation of knowledge economy is carried out through corporate training, which can be considered as a specific socio-economic phenomenon. These approaches allow considering the activity of large foreign and Russian production companies, which carry out corporate training, as a set of business and administrative relations. These relations emerge in the process of formation and development of the knowledge economy. Let us list the main results of this work. The first part of the work deals with the theoretical substantiation and the subject matter of the category of "knowledge economy". The second part shows the features of knowledge economy formation in corporate training. Materials of this paper can be useful for forming the knowledge economy for corporate training as a strategy of corporate training system in large production companies.

This paper describes a study related to the learning of decision-making heuristics such as preference matrix, break-even point and decision tree from the perspective of using a computational tool. With their respective algorithms, a virtual learning environment through a mobile application (app) aimed at Engineering students was developed. To answer the research questions posed in this report, an empirical study was conducted to assess the effectiveness, efficiency and cost in solving decision-making problems with and without the use of the app. The results in this study suggest that the use of the app in learning decision-making skills facilitates the mathematical process for students, and that by using critical thinking competence, they can make assertive and accurate decisions considering different alternatives.

Abstract In this paper, we discuss the historical process involved in the construction of the Brazilian national identity, based on the racialization of the black experience, an element still present in the Brazilian identity formation process. Despite the processes of dehumanization endured by black people, they can and must be portrayed in educational spaces for their resistance and fight in order to escape from the zone of non-being and ontological erasure caused by modernity. The paper is organized in three general topics: a) racism, education and the national question in Brazil; b) the processes of racialization of black subjects; and c) black resistance and black agency as a way to construct new narratives in the field of education.

The article presents studies that discuss the relationship between the teaching work of preschool teachers and their health. Research was carried out in three different places: from 2010 to 2017 in the databases of the Scientific Electronic Library Online (SciELO Brazil), from 2000 to 2017 in the Portal da Associação Nacional de Pós-graduação e Pesquisa em Educação - ANPEd (Portal of the National Association of Postgraduate and Research in Education) and from 2000 to 2017 at the Banco de Teses da Capes/MEC- Coordenação de Aperfeiçoamento de Pessoal de Nível Superior/Ministério da Educação (Capes Bank of Theses/MEC - Coordination of Improvement of Higher Personnel Education / Ministry of Education). In the "article search" field, we used the descriptors (isolated and associated): "illness", "teacher" and "early childhood education", and later added "sickness". Search was carried out in "general" and "summary" fields. Among these papers, theses and dissertations were found 17 papers that analysed the relationship between the sickness of the preschool teachers and their work, it was shown that this relatively new group of teachers who are still constructing their professional identity, is still poorly studied although it presents itself as a risk group for illness, so more studies are needed to identify problems and seek solutions. O artigo apresenta estudos que abordam a relação do trabalho docente das professoras de educação infantil com a sua saúde. Pesquisou-se nas bases – Scientific Electronic Library Online (SciELO Brasil) o período de 2010 até 2017, no Portal da Associação Nacional de Pós-graduação e Pesquisa em Educação (ANPEd) o período de 2000 a 2017 e no Banco de Teses da Capes/MEC – Coordenação de Aperfeiçoamento de Pessoal de Nível Superior/Ministério da Educação (de 2000 a 2017). No campo “pesquisa de artigos”, utilizamos os descritores (isolados e associados): “doença”, “professora” e “educação infantil”, posteriormente acrescentou-se “adoecimento”. Pesquisou-se nos campos em “geral” e “resumo”. Entre artigos, teses e dissertações encontrou-se 17 trabalhos que analisavam a relação do adoecimento das professoras de educação infantil com seu trabalho. Constatou-se que esse grupo de professoras, por ser relativamente novo e por estar em construção a sua identidade profissional, ainda é pouco estudado, embora apresente-se como grupo de risco para adoecimento, portanto mais estudos são necessários para identificar problemas e buscar soluções. El artículo presenta estudios que abordan la relación del trabajo docente de las profesoras de educación infantil con su salud. La investigación se realizó en el portal de la Asociación Nacional de Postgrado e Investigación en Educación (ANPEd), en el período de 2000 a 2017 y en el Banco de Tesis de la Capes/MEC – Coordinación de Perfeccionamiento de Personal de Nivel Superior/Ministerio de Educación (de 2000 a 2017). En el campo "investigación de artículos", utilizamos los descriptores (aislados y asociados): "enfermedad", "profesora" y "educación infantil", posteriormente se añadió “enfermarse”. Se ha investigado en los campos en "general" y "resumen". Entre los artículos, tesis y disertaciones se encontraron 17 trabajos que analizaban la relación de la enfermedad de las profesoras de educación infantil con su trabajo, se constató que ese grupo de profesoras por ser un grupo relativamente nuevo, por estar en construcción de su identidad profesional, todavía es poco estudiado, aunque se presenta como grupo de riesgo para enfermarse, por lo que más estudios son necesarios para identificar problemas y buscar soluciones.

Global trends in the 21st century highlight the importance and necessity of technology use for students to demonstrate their learning processes, thus facilitating their language learning in meaningful technological contexts (Eaton, 2010). This paper seeks to address some issues dealing with the importance of technology in relation to second language learning and teaching, including the benefits, challenges, considerations, and perceptions of teaching with technology. The purpose of this paper is threefold. First, it explores technology in education as it has been commonly construed, challenged, and used. Secondly, it presents technology in education ideas to second language learning, and discusses some benefits and challenges implicit in the interaction of both. Lastly, it shares ways in which the authors, all currently working in diverse educational contexts, have implemented some of the free resources that they collaboratively compiled in an online LiveBinder.

This paper aims to analyze the recent tendencies when choosing the school principals considering that since the approval of the Federal Constitution (Brazil) there is the directioning of policies to adopt the democratic management, however, it is possible to note that a lot of school principals still take the charge by means of political indications. This paper will try to answer the following central question: how the process of choosing the school principals is made after adopting the Articulated Actions Plan (PAR)? The methodology used was the documental study of the guidance manuals of the PAR, and of the diagnosis of 10 (ten) cities in the states of Rio Grande do Norte and Pará. 39 (thirty-nine) semi-structured interviews in Pará and 24 (twenty-four) in Rio Grande do Norte, with persons that participated in the PAR’s elaboration on the investigated cities, were also performed. It was possible to conclude that the patrimonial logic still finds breeding ground on the management of schools, and that the absence of legislation to define the principal’s profile and rules to perform direct elections, or of concrete actions to direct the democratization of the school management, allows that the principle of democratic management to be defined only on the constitutional text. On the other hand, the PAR does not contribute for the democratization process, evidence of which being that there is no election with wide participation of the school community to choose the principals in most of the cities investigated, still predominating the political indications to this day. Esse texto tem por objetivo analisar as tendências recentes na escolha de dirigente escolar, considerando que desde a aprovação da Constituição Federal (Brasil) há o direcionamento das políticas para a adoção da gestão democrática, entretanto, ainda hoje é observado que muitos diretores escolares assumem o cargo por meio de indicações políticas. Nesse artigo, busca-se responder a seguinte questão central: como é efetivado o processo de escolha de dirigentes escolares após a adoção do Plano de Ações Articuladas (PAR)? Utilizou-se como metodologia o estudo documental dos manuais orientadores do PAR, e diagnósticos de 10 (dez) municípios localizados nos estados do Rio Grande do Norte e Pará. Também foram realizadas 39 entrevistas semiestruturadas no Pará e 24 no RN com sujeitos que participaram da elaboração do PAR nos municípios investigados. Concluímos que a lógica patrimonial ainda encontra terreno fértil na gestão das escolas, e que a falta de legislação que defina o perfl do diretor e regras para a realização de eleições diretas, ou de ações concretas que direcionem a democratização da gestão escolar, possibilita que o princípio da gestão democrática esteja definido apenas no texto constitucional. Por outro lado, o PAR não contribuiu para o processo de democratização, haja vista que até hoje na maioria dos municípios investigados não há eleição para escolha de dirigentes com ampla participação da comunidade escolar predominando ainda as indicações políticas.

This paper is a research paper which analyzed the Articulated Action Plan (PAR) of Natal’s city, capital of the Rio Grande do Norte State, Brazil, in the period from 2007 to 2011. It aims to understand if the formulation and implementation of the PAR, in this city, was based on intergovernmental relations and federative coordination. The research technical procedure was constituted by documental analysis and a semi-structured interview. It is concluded that the PAR contributed to the exercise of a more articulated planning between the federated entities and so that the Union could initiate the coordination federative process in the education area through the Ideb regulation, seeking to meet the needs of Cities and States based on the volunteer transfers, thus promoting, even though embryonically, the intergovernmental relations in the Brazilian Federation. O presente artigo é um recorte de pesquisa que analisou o Plano de Ações Articuladas (PAR) do Município de Natal, capital do Estado do Rio Grande do Norte, Brasil, no período de 2007 a 2011. Tem por objetivo compreender se a formulação e a implementação do PAR,nesse Município, foram pautadas por relações intergovernamentais e pela coordenação federativa. Os procedimentos técnicos da pesquisa foram constituídos de análise documental e de entrevista semiestruturada.Conclui-se que o PAR contribuiu para o exercício de um planejamento mais articulado entre os entes federados e para que a União iniciasse o processo de coordenação federativa na área da educação mediante regulação pelo Ideb (Índice de Desenvolvimento da Educação Básica), buscando atender às necessidades dos Municípios e Estados com base nas transferências voluntárias, impulsionando, assim, mesmo que embrionariamente, as relações intergovernamentais na federação brasileira.

This paper aims at analyzing the cultural influence exerted by pedagogical conceptions from Western Europe over Russia and Brazil in the second half of the 19th century. This analysis was based on the novel Notes from the Underground by Dostoevsky, and the short stories O Espelho and Verba Testamentária which are included in the short stories collection called Papeis Avulsos, by Machado de Assis. These literary works, in which the subject of this paper is portrayed, were contextualized and analyzed in relation to other historical sources. It was concluded that the Western European cultural influence, specifically in its educational aspect, was a requirement for Russia and Brazil in the 19th century, aiming at overcoming their backwardness in relation to the developments of the central capitalist countries. However, the influx of these conceptions also promoted a series of distortions, such as the development of an inferiority complex, moral degradation and a strong desire for overcoming the European models with the goal of affirming their original national identities. Este artigo tem por objetivo analisar a influência cultural exercida por concepções pedagógicas oriundas da Europa ocidental sobre a Rússia e o Brasil na segunda metade do século XIX. Esta análise foi realizada tendo como base a novela Memórias do Subsolo de Dostoiévski e os contos O Espelho e Verba Testamentária, que fazem parte da coletânea de contos intitulada Papéis Avulsos, de Machado de Assis. Estas obras literárias, nas quais a problemática deste artigo é representada, foram contextualizadas e analisadas em relação a outras fontes históricas. Concluiu-se que a in?uência cultural europeia ocidental, especificamente de caráter educacional, era uma necessidade para a Rússia e para o Brasil no século XIX com vistas à superação de seu atraso em relação aos desenvolvimentos dos países centrais do capitalismo. No entanto, o in?uxo destas concepções também proporcionou o surgimento de uma série de distorções, como o desenvolvimento de um complexo de inferioridade, degradação moral e um forte desejo de superação dos modelos europeus com o objetivo de afirmação de uma identidade nacional original.

The article aims to research into doctor papers that have as focus the teachers’ initial and continued training who teach mathematics, highlighting the articulation between the teacher’s knowledge and the practice. The article presents some results of the second phase of the Universal project, entitled "Mapping and State of the Art of Brazilian Research on the Teacher who Teaches Mathematics", which had as main objective to map, describe, systematize the Brazilian papers on the teacher who teaches mathematics (PEM), produced in stricto sensu graduate programs of CAPES Education and Teaching areas, in the period from 2001 to 2012, having this study as focus. In this article the types of questions/investigative questions are discussed that have been evidenced in the doctoral papers which deal with the joint processes of initial and continuous formation (FIC) of teachers from the articulations point of view between the knowledge for/in/of the practice (Cochran Smith & Lytle, 1999). There are a set of 9 surveys that are investigated. It was considered in the analysis the following axes: knowledge and competences; attitudes, beliefs and concepts; PEM’s identity and professionalism training, PEM’s learning and professional development; action, thought or knowledge of PEM’s trainer. The results show that this research group recognizes the importance of sharing, of interaction, of learning with each other, of shared practices in the formation groups (subjects and/or groups). Thus, teachers can learn by transforming their own classrooms into research environments, reflection and re-signification of the practice itself.

Nationalism is a product of the modern era and is closely linked to the development of capitalism. In a highly mobile industrial society that emerged in modern Europe, people needed to communicate via a common vernacular language, and the speakers of said language gradually formed a sense of unity. The vernacular was then adopted by the government as a common written national language, in its attempt to establish official nationalism, and propagated through a newly established education system (Anderson, 2006). In Asian societies, which skipped this process, the creation of nation was not a result of modernization, but was instead a part of modernization from the very beginning. Asian nations had to face a gap between modernization, which required them to imitate Western values and systems, and the formation of a nation, which in the West was based on existing linguistic peculiarities that distinguished certain members of society from others. The primary aim of this paper is to explore how Asian governments from different backgrounds dealt with this gap. In particular, this paper focuses on music education in schools across Japan, Thailand, Singapore and Taiwan, and argues that the availability of a common language, the change in power holders, the populace’s identification with the government and the historical timing influenced Asian governments’ decisions regarding official nationalism.

This paper analyses the level of knowledge and engagement of the students of the Bachelor's Degree in Business Administration and Management (GADE) of the Faculty of Economics and Business (Gipuzkoa Section) of the University of the Basque Country (UPV/EHU) on the SDGs using Multiple Correspondence Analysis and Cluster Analysis. This analysis makes it possible to identify different patterns or profiles of student behavior in relation to sustainability. The results show the coexistence of four different patterns of behavior in relation to knowledge, perception, and commitment to the Sustainable Development Goals (SDGs) and sustainability among students. We identify a first group comprising 23.4% of students with low knowledge and high commitment to the SDGs; a second group that includes 30.4% of students with high knowledge of and commitment to the SDGs; a third group comprising 30% of students with low knowledge of and commitment to the SDGs; and finally, a fourth group comprising 16.2% of students with high knowledge of and low commitment to the SDGs. This scenario suggests the necessity to make further progress in the incorporation of the sustainable development dimension in the teaching-learning processes.

The paper discusses the emancipatory potential of Uruguayan Vocational Educational and Training (VET) practices, usually associated with job discourses, skills and training. In doing so, we revisit Rancière’s work concerning intellectual emancipation to provide us with a guide to connect with the phenomena studied, as a lens to look at and to problematize emancipation in concrete practices on a heuristic level. Thus, the paper is structured as follows. First, we describe the context of Uruguayan VET practices. Second, we discuss Rancière’s key concepts about emancipation in education. Third, we craft a conversation between the empirical and theoretical work, in view of exploring concrete VET practices from the axiom of equality. Last, the text concludes with a reflection on new meanings regarding Rancière’s intellectual emancipation that deserve further attention and allow us to identify other forms of emancipatory potential in VET practices, to move beyond its currently predominant functionalist understanding.

Este trabalho demonstra ações de extensão desenvolvidas no Projeto “A Química nossa de cada dia”, vinculado ao Curso de Licenciatura em Química da Universidade Estadual Vale do Acaraú, Sobral - Ceará. Este projeto visa melhorias no ensino de Química da Educação Básica, mediante a inserção de Sequências Didáticas (SD) nesse nível de ensino. O ensaio tem por escopo mostrar uma SD sobre modelos atômicos, aplicada a 30 alunos de uma turma de 1º ano do Ensino Médio de uma escola pública sobralense, bem assim analisar suas contribuições para o desenvolvimento cognitivo dos discentes e o cumprimento do papel da extensão no âmbito social a que o projeto se destina. Esta SD foi elaborada mediante a colaboração entre um professor universitário, dois licenciandos (bolsistas) e o professor de Química da escola participante. Preconizou-se a utilização de atividades lúdicas (teatro científico, jogo didático, cordel), debates, dentre outros recursos que procuraram possibilitar a participação ativa dos discentes na formulação de seu conhecimento. Observou-se que a SD teve seu grau de contribuição no aspecto cognitivo dos alunos, mas, sobretudo no ‘despertar’ do interesse pelo estudo da Química. A parte referente aos modelos de Rutheford e Böhr, todavia, demanda maior aprofundamento. A atividade com a qual os alunos mais se identificaram foi o teatro científico, e, a seu turno, a que despertou maior atenção e participação. Por fim, destaca-se o fato de que estas ações também contribuíram para aproximar o âmbito Universitário e a sala de aula da Educação Básica. Palavras-chave: Extensão Universitária; Educação Básica; Ciências da Natureza; Proposta Didática The use of didactic sequence in chemistry teaching: a proposal for the study of atomic models Abstract: This paper presents the actions of an extension project called “Our Chemistry daily”, linked to the Chemistry course of the State University Vale do Acaraú, located in Sobral - Ceará. The project has aimed to promote improvements in the Basic Education chemistry teaching, through the introduction of Didactic Sequences (DS) at this level of education. The goal of this paper is to present a DS about atomic models, applied to 30 students of the 10h grade from a public high school, as well as to analyze its contribution to the cognitive development of these students and to fulfill the social role in which the project bases itself. This DS was elaborated through a collaboration between a University professor, two undergraduates, and a chemistry teacher of the given school. It was prioritized the use of playful activities (such as scientific theater, educational games, and Cordel literature), debates, and other resources that sought to enable active participation of students in the construction of their knowledge. It was noted that the DS had its contribution to the cognitive learning of the students, but, above all, in the ‘awakening’ of their interest in the study of Chemistry. However, the part referring to the Rutheford-Böhr models demands greater depth. The activity in which students were most interested was the scientific theater, which attracted the most attention and participation. Finally, it is noteworthy that these actions also contributed to bringing the University and the Basic Education closer together. Keywords: University Extension Program; Basic Education; Natural Sciences; Didactic Proposal

There are kinds of dialogue that support social justice and others that do the reverse. The kinds of dialogue that support social justice require that anger be bracketed and that hiding in safe spaces be eschewed. All illegitimate ad hominem/ad feminem attacks are ruled out from the get-go. No dialogical contribution can be down-graded on account of the communicator’s gender, race, or religion. As well, this communicative approach unapologetically privileges reason in full view of theories and strategies that might seek to undermine reasoning as just another illegitimate form of power. On the more positive side, it is argued in this paper that social justice dialogue will be enhanced by a kind of “communicative upgrading,” which amplifies “person perception,” foregrounds the impersonal forces within our common social spaces rather than the “baddies” within, and orients the dialogical trajectory toward the future rather than the past. Finally, it is argued in this paper that educators have a pressing responsibility to guide their students through social justice dialogue so that their speech contributes to the amelioration of injustice, rather than rendering the terrain more treacherous.

The post-1980s changes in the global higher education landscape have triggered a burgeoning of incidents of academic corruption in higher education institutions. Since 2000, the discourse on how to combat academic corruption has gained traction in higher education and quality assurance is advanced as one of the strategies for fighting corruption in higher education. In 2016, UNESCO (and the Council for Higher Education Accreditation) issued a “wakeup call” to quality assurance systems to take up a leading role in the battle against academic corruption. However, a dearth of empirical and conceptual studies on how the quality assurance systems, in general, and external quality assurance systems, in particular, can take up a leading role in the crusade against academic corruption exists. This conceptual paper, using the crime-punishment model as an analytical lens, explores how the national quality assurance agencies (and systems) can exercise the leadership role in combating academic corruption. The paper advances the setting of academic integrity standards, institutional and programme accreditation, accreditation of academic journals, sharing information and promoting whistleblowing, monitoring of institutions, applying sanctions, and ranking of higher education institutions on the basis of integrity indicators as options that are available to quality assurance agencies in the exercise of their leadership role in combating academic corruption. These approaches are hypothesised to create both incentives and disincentives for the institutions and staff in connection with engaging in academic corruption. Nevertheless, the paper takes cognisance of the fact that external quality assurance is necessary but not sufficient in combating corruption at the level of the academy.

This paper will analyse the conceptual evolution and development of learning cities and regions in adult education research work. Adult education research has got a great potential to investigate concrete mechanisms of learning city-region constructions and to estimate the changing nature and structures of learning city-region models based on the examples of two learning cities, Cork in Ireland and Pécs in Hungary. Therefore, the paper tries to discover some major aspects of learning city-region models and different learning city-region collaborations at local-regional levels, emphasized by the OECD and UNESCO, which may enhance both participation and performance in learning of adults, but also, the learning of other age groups affecting transgenerational dimensions of learning and that of community development.

In this article, readers are going to see how foreigners’ children have been treated in the Japanese educational system. Until now, Japan does not have a specific principle idea in their policies; therefore, those are not stable and concrete. In order to investigate how national policies and its doctrine are important in the educational system, this article has examined Australia as a nation introducing the principles of multiculturalism and France as a nation introducing the republicanism in their integrated politics by doing a literature research. The literature that was used in this paper include the policies and critical papers written by experts that has allow us to analyze the pros and cons of their policies. As a result, the Japanese government is urged to create a concrete policy that would support foreign students to better adapt to the society and become a productive human resource to improve the country’s wellbeing.

This project addresses the publications of a group of renowned authors in order to highlight important aspects to be considered by the Education Master’s Program in Higher Education and Teaching of the National University of Costa Rica as part of its improvement strategies in teacher education, taking into account the most recent tendencies related to internationalization, mobility, accreditation, academic management and shared leadership in higher education. The paper aims to portray a proposal that fulfills the needs of the Costa Rican master’s programs in higher education and teaching by approaching this country’s reality in terms of what the programs offer. It is a bibliographic research paper, which sources have been published for no longer than 10 years and are truly groundbreaking in regard to the graduate program trends that guide this production. Moreover, as part of the contextualization needed, all master’s degrees in higher education and teaching offered in the country are taken into consideration. As a result of this research, it can be concluded that these programs are pertinent, especially the one offered by the National University of Costa Rica, and it is evident that disseminating the program’s highlights and achievements through processes that respond to quality criteria for graduate programs truly needs to be encouraged.

The "fourth industrial revolution" will provoke a transformation in educational scenarios because it will incorporate cyber-physical networks in the production, logistics and consumption of goods and services. Educational theory has traditionally approached technological educational scenarios with categories of analysis typical of the third industrial revolution and it is necessary to overcome these conceptual weights. This paper proposes the concept of "network learning" taking as a starting point the posthumanist ontology and the epistemology of the actor-network theory. Thus, learning would be a process that associates human and non-human agencies alike, which operates without center nor periphery, and whose objective is to guarantee self-regulation and persistence because as soon as the agencies stop operating, the learning network disappears. Learning is, in itself, a heterogeneous network in operation. Likewise, this paper identifies some basic human and non-human agencies that allow learning networks to be established, strengthened or destroyed. In addition, it is justified why educational research should create data through an inductive manner and construct categories of analysis abductively to identify new objects of study in the learning scenarios of the fourth industrial revolution, which are characterized by being hybrid, ambiguous and contingent.