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This article aims to analyze the challenges experienced by experienced teachers when returning to daily teaching with the changes in the organization of teaching and learning caused by the fight against the Coronavirus pandemic. A qualitative research approach, and for data collection, research forms (Google Forms) were sent to teachers at the Municipal Department of Education, with the aim of knowing the skills they had regarding the use of computers and, also, a semi-structured interviews were carried out with six teachers with teaching experience ranging from 22 to 39 years and who teach in a public school in a municipality in the interior of Bahia. The interviews were carried out with the help of the WhatsApp application during the 2020 academic year, the year in which he began to carry out teaching activities remotely, with the purpose of knowing their opinions regarding the tools used in classes and the difficulties they brought. for teaching work. Finally, it was possible to understand their perceptions, hopes and fears about the organization of education at school, at that time of changing methodologies and practices, as well as knowing how the teachers saw their future in an education that is now more technological and dependent on tools that, until then, according to their own statements, they did not know existed. [ABSTRACT FROM AUTHOR]

This article draws attention to a perspective of changes in teacher education, taking history, science, and technology as possibility to think about Technological Educationf from Gonçalves e Azevedo (2017), Bazzo (2018), Bazzo e Souza (2022), Harari (2018) e Braudel (1965). Thus, the aim to discuss how teacher training in Technological Education can oppose passive, fragmented and unidirectional teaching, using of technology as an allv in the conduction of meaningful learning. The methodological route was based on bibliographical research with a qualitative approach. The results reveal that teacher training within the context of Technological Education constitutes a way to think of critical, reflective, autonomous subject, opposing the teaching that prioritizes technique and training. [ABSTRACT FROM AUTHOR]

This work has aimed to discuss the alternation system of education in teacher training in the Southeast region, more specifically at the Federal University of Minas Gerais (UFMG), Federal Rural University of Rio de Janeiro (UFRRJ) and Federal University of Espirito Santo (UFES). The methodology of bibliographic research with a qualitative approach was used. Among the main studies carried out, we highlight the use of training in the alternation system of education organized in school/university time and community time as an educational proposition for organizing the curriculum in the institutions mentioned earlier. As an educational option, the application of an integrative alternation system of education stands out, that is, the intercommunication between the different stages of education and spaces as well as the references of the rural education movement in Brazil. Among the pedagogical mediations used for the articulation of school/university time, the study plan, the real-life journal, the common placement developed at UFEs, the community time guide, and the Socioterritorial Journey in the degree of Rural education of UFMG and UFRRJ utilized Working Groups (GT) and the integrated work as mediations that can articulate the different stages of education in the training of teachers of the mentioned universities. [ABSTRACT FROM AUTHOR]

The issues linked to the Education of people who live in Campo and the Training of its Educators, in one way or another, did not disappear during the pandemic period, they continued to be present, demanding the maintenance of the struggles of social movements. These, not long ago, requested an alliance with the public university, assuming it as the locus that drives the training of their educators. The university has a lot to contribute in the process of recognizing the Education of people who live in the countryside, from the training process to the academic production on the subject. In this sense, this article proposes a cut that expresses the contours of the educational policies put to this education, dialoguing with the legislated, its problems, but also assuming some points that can be considered as founders of new directions, during and after the pandemic, of the militancy of social movements. [ABSTRACT FROM AUTHOR]

This article aims to analyze the focus of peasant education, from the perspective of valuing historical and sociological knowledge, in order to understand the educational foundations through a dialectical reflection. As a method, a literature review was carried out using databases and scientific journals with prescribed descriptors that pointed to the education of the field, in light of the Bourdieusian concept of subjectivity in line with Freire's works. As a result, it was identified that even based on the Magna Carta, laws, resolutions and decrees, the effective guarantee of an education desired by the country's schools has become a major challenge for those responsible for educational public policies. Therefore, it is considered that the teaching of the countryside lacks trained professionals, whose training allows a critical reflection of the existing labors for this type of education, in addition to direct investments in rural schools, pressured by an exclusionary economic model, which requires greater social and cultural knowledge of the subjects, so that they can minimize the impacts already suffered historically and now during the SARS-Cov-2 pandemic. [ABSTRACT FROM AUTHOR]

The present paper aims at analyzing the training of field teachers in the context of the Degree Course in Rural Education (LEDOC) at the Dom Aureliano Matos Faculty of Philosophy (FAFIDAM), campus of the Ceará State University. It is a qualitative study and based on doctoral research which examines historical-dialectical materialism within a bibliographic and documentary investigation. It was possible to observe that the LEDOC/FAFIDAM contributed to the confrontation of the educational problems experienced by the peasant populations strengthening the political pedagogical project of the Rural Schools in several regions of the State of Ceará. [ABSTRACT FROM AUTHOR]

Among the skills of the 21st century, creativity is an aspect that needs to be developed. The use of games in educational environments is important because it uses creativity, autonomy, and the exchange of ideas. In this article, the results of a research study that focused on creating a game development environment using the SCRATCH platform, based on the principles of STEM education, are presented. The main objective was to analyze the characteristics of a maker environment and identify signs of creativity manifested by teachers in initial training during the construction of games. The study involved the participation of 39 students from the Degree in Basic Education at the University of Minho, in Portugal. The adopted methodology was a case study based on the qualitative paradigm. Data were collected through participant observation, individual interviews and analysis of documents produced by the participants. The signs of creative learning were analyzed. It is possible to notice that teamwork, freedom of creation and the environment provide support so that the students can produce more efficiently and highlight their creative aspects. [ABSTRACT FROM AUTHOR]

The article addresses the issue of using Digital Information and Communication Technologies (DICT) in History Education within the public education networks of Jaguarão, Rio Grande do Sul state, Brazil. The general objective is to understand how DICT have been incorporated into the school context, particularly in the pedagogical practices of history teachers to contribute to the development of historical awareness in students. The methodology involved interviews with six History teachers. The data analysis indicates that teachers recognize the potential that DICT can offer in educational processes. Their integration into History lessons, however, is still limited due to factors ranging from a lack of training on the subject to the precariousness of the school environment's structural conditions. [ABSTRACT FROM AUTHOR]

In this text, we present a training experience promoted to Portuguese language teachers in basic education. The objective was to explore the potential of the Pixton resource in the production of comic books, considering the elements of a narrative. To this end, we adopted a qualitative research approach, under the principles of action research. The training actions were based on the perspective of collaborative learning, proposed by Freire (1983; 1996). From this empirical experience and, in dialogue with Soares (2002), Moran (2000), and Santos e Silva (2021), we understand that Pixton has the potential to (re)signify the mediation processes of language teaching and learning Portuguese. [ABSTRACT FROM AUTHOR]