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

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

This reflection article is part of the theoretical advances of the Doctoral Thesis titled "Scientific Culture in Teacher Training in Sciences. Approach to Intersubjective Models" developed within the framework of the Doctorate in Human Sciences at the University of Talca (Chile). In this paper, epistemological and didactic features that could substantially contribute to scientific culture from the teacher's practice are characterized and analyzed. From a hermeneutical exercise, epistemological elements emerged that assign a transcendent role to the teacher and the educational practice: 1) recognize the latent: educating in sciences, with the purpose of building scientific culture implies overcoming the interactions and experiences that occur on the phenomenological experiential level, and giving greater importance to the deep structures that cultural models contain, interpretive patterns that support didactics; 2) promote Verstehen: the understanding of science and scientific knowledge must occur inductively, that is, starting from reality and not from theory; 3) complexifying and integrating disciplines: it implies overcoming the partial or segmented vision of reality, giving way to complex and interdisciplinary perspectives; 4) valuing uniqueness: it calls for considering the science that is taught as a cognitive component of culture permeated by context and history. These are features that strengthen the relevance of an education where the teacher is a public intellectual who uses dialogic competences, placing scientific knowledge in the framework of current challenges, among them, the construction of scientific culture. [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.)

Reflective practice is considered an element that underlies the design and implementation of the different courses for learning to teach a discipline, which coherently configure teacher education programs. This manuscript attempts to document the main elements that structure reflexivity as a socio-cognitive tool, whose progressive appropriation stresses and helps to develop the system of knowledge, beliefs, and values about the teaching-learning of a discipline, aspects with which teachers arrive at the training and professional development programs. In these programs, education is considered as a practical discipline that allows teachers to face uncertain and complex problems during planning and teaching, for which there is no pre-designed solution. The construction of this is mediated by the deliberate process of reflection for, in and on the action. These kinds of reflexivity can begin to be appropriated by the teacher along a continuum that begins with technical reflection, moves through the practice, and ends with critique, in order to identify and develop the knowledge bases for teaching a discipline within the framework of educational, ethical and social issues. [ABSTRACT FROM AUTHOR]

This article aims to understand strategies used by teachers for literacy training among immigrant children, in the city of Videira, SC. The research was built based on the discussions presented in the report of the Observatory of International Migrations (OBMIGRA, 2021), Municipal Law No. 4,063/22, which establishes the municipal policy for the immigrant population. A qualitative approach is presented, based on interviews carried out with teachers and observation in their respective classes. Results demonstrate a disarticulation of educational policies, which affects the performance of teachers, who often seek alternative means of literacy for immigrant children, showing that the literacy of these students is a project that aims only at the acquisition of the Portuguese language as a means of learning, silencing their mother tongue and culture. [ABSTRACT FROM AUTHOR]

Copyright of Praxis Pedagogica is the property of Corporacion Universitaria Minuto de Dios 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 this text we will address a series of reflections that explore the conceptions of body, corporeality and itself; trying to come up with a position on the subject. This work is not a contribution to phenomenology, nor is it even strictly indebted to itii. It merely constitutes an incoherent/insurgent/chaotic/irreverent attempt to express a singular and subjective position that has ramifications in spaces apparently far from the academic field and distant from each other, such as: the low rate of completion of theses and dissertations in postgraduate courses, the active resistance to death by dualism in the academic world, teacher training, the ethical dimension of evaluation and life itself. [ABSTRACT FROM AUTHOR]

Copyright of Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz 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 Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz 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 paper aims to analyze the potentials and limitations offered by Information and Communication Technologies (ICT) in the educational field, specifically in the context of the pandemic caused by the SARS-COV2 virus. A qualitative research methodology with a documentary approach was employed to gather and analyze a series of relevant documents regarding the use of technology in contingency scenarios as substitutes for traditional learning environments. Based on the obtained results, it can be concluded that the pandemic has created an opportunity to rethink educational systems, 1mphasizeng the importance of ICT in the educational field. The need to design and redesign strategies that effectively integrate the use of ICT in classrooms, restructuring teaching and learning processes to ensure quality education, becomes evident. It is worth highlighting that ICT has demonstrated its ability to provide innovative solutions in the educational domain, enabling the continuity of the teaching and learning process during emergency situations such as the current pandemic. However, certain limitations and challenges must be addressed, such as the digital divide and the need for teacher training in the use of these technological tools. [ABSTRACT FROM AUTHOR]

The pandemic of Covid-19 caused modifications in the Brazilian educational processes, therefore, teachers in training were faced with difficulties about the pedagogical approach of Digital Information and Communication Technologies (ICT). Thus, discussions about the Technological Pedagogical Content Knowledge (TPACK), focus of research in Brazil since 2009, intensify, mainly, regarding the initial and continuing education of teachers, teaching and learning with the integration of ICT. Thus, the objective of this study is to analyze the publications on TPACK, in Brazil from 2018 to 2021, seeking to answer: which studies and/or reviews published and their typology on the theme? which year has the largest number of publications? The corpus of analysis consisted of 45 works (articles, dissertations, and theses) found in open access databases. The research also presents previous bibliographic reviews, performing a cross-referencing of data and discussions. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación 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.)

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

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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 Imagens da Educação is the property of Universidade Estadual de Maringa 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 Linhas is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

it is evident how technology has involved in recent years at an ever-increasing rate, impacting different areas of society, including education. To recognize the incidence of Information and Communication Technologies (ICT) in Colombian schools, it is valuable to identify the research trends in the 21st century (2000 - 2021) that address this field. In this way, in the present state of the art, because of doctoral research, a search for academic articles is carried out in different databases which addresses the ICT basic and secondary school relationship in Colombia. Subsequently, a qualitative and documentary analysis is carried out from the Grounder's theory perspective in three coding moments: open, axial, and selective. Finally, as a result of the analysis of the documentary corpus, made up of forty-six documents, six research trends can be glimpsed: historical approaches to ICTs at school; ICT teacher training, digital divide, school reconfigurations, youth and teacher subjectivity, "and factors of use of ICTs at school". [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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 Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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 Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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 Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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 teacher's action is decisive for the educational work in childhood, therefore, this study aims to discuss the relationship between the teacher and the elaborated culture, as well as the influence of knowledge in the pedagogical relationship with children from 0 to 5 years old. The human development occurs through a cultural-historical process and the acquisition of knowledge occurs through the interaction of the subject with the environment and with others, reinforcing the need for teacher training as an element for the qualification of the educational work. The methodology used was bibliographic research based on Historical and Dialectical Materialism. The results indicate that Early Childhood Education as a space of systematized knowledge has the purpose of promoting the development of the child through proposals intentionally organized by the teacher. This research, therefore, corroborates the reiteration that teaching is the guiding axis for the development of the maximum human potentialities. [ABSTRACT FROM AUTHOR]

This study aims to understand and deepen the reflection on the ethical dimension in teacher education and performance, emphasizing its importance for the development of a pedagogical praxis in favor of dialogical relationships. Faced with a pedagogical context marked by the conceptions present in contemporaneity that are guided by the condition that students are not seen as subjects of their own history and by the scientific development that privileges doing over thinking, we listed as main questions: what are the actions Could they help teachers to rethink their pedagogical practice, working so that human education becomes the essential aspect? Through a qualitative bibliographic research, based on authors such as Severino, A. J. (2011, 2010), Saviani (2015, 2016), Goergen (2011), Carvalho (2013, 2015, 2016), among others, we will seek to affirm the importance of alterity and presence in the relationship between teachers and students for a humanizing and emancipating education. We consider that every pedagogical action, from its origin and purposes, objectives and goals, has a close relationship with the Ethical Dimension and, therefore, they are ethical processes that, when carried out in the school institution, are committed to elevating the student from his condition as an individual in search of its humanization and emancipation. [ABSTRACT FROM AUTHOR]

The Training and the Praxis of the teacher from the Materialist Dialectic, the Cultural Historical Theory and the Critical Historical Pedagogy is the title of this dossier, which proposes to analyze contemporary themes that deal with a critical look at society, education and human training, in order to resume the contributions about dialectical thinking. It intends to discuss the formative processes that involve the school as a social institution responsible for socializing the knowledge produced by humanity, aiming at a quality education that can reverberate in the development of critical thinking of the subjects involved in the process about the objective reality. The texts are based on the Critical-Historical Pedagogy and the Cultural-Historical Theory, and mark their position by pointing out that the enrichment of human existence in its omnilateralism is a process of active and conscious appropriation, by the individual, of the cultural resources present in the environment and the value of interaction between student and student, student and teacher. [ABSTRACT FROM AUTHOR]

This article contextualizes multi-referentiality as a research strategy within the field of education, as it is based on the plurality of readings about the researched object. The experience reported comes from a master's research whose objective was to investigate the reverberations of teacher training in transmediation methodology in pedagogical practices in the classroom. From a qualitative perspective, the multi-referential study used data production instruments such as bibliographic and documentary review, nonparticipant observation, logbook, systematic literature review, semi-structured interview, data systematization through the Iramuteq software, and portfolio content analysis. From this plural look and the connections of meaning, it was possible to elaborate thematic categories that allowed us to look at the data produced with greater amplitude and extract from them the elements for the conversation between teaching practice and the studied theoretical bases. After completing the itinerary, we found that the multireferential approach allowed us to achieve the research objectives from the perspective of studying educational phenomena in a heterogeneous way. With the methodological choices, we concluded that the pedagogical training in transmediation methodology enabled, from the experiments in the classroom, student engagement; the work with language in different media; shared learning; make the student protagonist of their formative process; identify the need for technological appropriation by teachers; and highlighted the need to improve infrastructure in schools in relation to digital technologies. [ABSTRACT FROM AUTHOR]

The article aims the study of eugenic thought in education and its relationship with formative principles of Brazilian nationality in the first half of the 20th century. The documental and bibliographical research methodology focuses on the analytical procedure of written press sources. Materials from the Boletim de Eugenía, the publication of the Instituto Brasileiro de Eugenia and the Comissão Central Brasileira de Eugenia, published between January 1929 and June 1933, were consulted. It is considered that the Boletim de Eugenía purposes were driven by a socially and politically well-positioned literate intellectuality, which had as one of its central objectives the pedagogical interposition in school curricula and in teacher training. It is verified that the prerogative of "eugenic education" would be to select and preserve the hereditary requirements of those considered genetically apt and useful to the country, called "well endowed". [ABSTRACT FROM AUTHOR]

Copyright of Páginas de la Educación is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga 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 @mbienteeducação is the property of Nucleo de Publicacoes Institucionais 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 Org & Demo is the property of Revista ORG & DEMO 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 Pensamiento, Palabra y Obra is the property of Universidad Pedaggica Nacional 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 Roteiro is the property of Roteiro 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 Movimento (0104754X) is the property of Movimento, da Escola de Educacao, Fisica, Fisioterapia e Danca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

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

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

The purpose of this article is to discuss teacher training in Brazil considering the escalation of instrumental rationality in the field of education. The research is of a theoretical nature and is based on the understanding that there is harmony between the federal government and the guidelines of multilateral organizations regarding the development and dissemination of national policies in the field of education. We show how technical rationality manifests itself in the field of education and how this intervention has intensified and accelerated in recent years. We reaffirm the importance of understanding the present with a view to fostering forms of confrontation and resistance to the ongoing neoliberal societal project. [ABSTRACT FROM AUTHOR]

Immersed in the 21st century, characterized by the end of certainties, it is necessary to transmute the ways of doing school. Within the educational system, the institution of school supervision plays a fundamental role in these new ways of being and being within schools. It is in its pedagogical function and from its role as guarantor of the continuous training of all teachers in its jurisdiction that it will achieve the expected improvement. The essay consists of the presentation of the most relevant background of the Doctoral Thesis Project, elaborated within the framework of the Doctorate in Education of the Catholic University of Córdoba. The objective is to explore and describe the trajectory of the training function of the zone inspector. The aim is to explain the tendency adopted over time, considering that the academic contribution would have an impact on the denaturalization of the supervisor's training function, so necessary to give answers to the reality of the present century: to accompany managers and teachers so that reflexivity becomes their practice oriented to educational improvement in response to the uncertainty that characterizes contemporaneity. The idea is to build the identity of the school zone inspector today, from different perspectives: theoretical, practical, historical and legal. [ABSTRACT FROM AUTHOR]

The Digital Humanities, also known as Humanities Computing, form a dynamic area, which articulates knowledge domains with different research methodologies, as a space for innovation, access to information, teaching and research. The aim of this study is to investigate how the theme Digital Humanities is understood in educational contexts for training purposes, especially for teachers. A qualitative approach is used, with exploratory, dialectical, and experiential design, through a systematic integrative bibliographic review, which sought scientific productions in virtual bases and platforms. Thirty- seven scientific articles are investigated, which meet the inclusion and exclusion criteria for data analysis. It is necessary to promote the study and science on the subject to adopt public policies aimed at digital insertion in training processes. [ABSTRACT FROM AUTHOR]

Various investigations have addressed the historical process of feminization of teaching, emphasizing the production of hegemonic meanings or gender mandates that it has implied. In this article we will propose initial reflections on the incidence of these senses in the formative experiences of students of primary education teachers. To do this, we will analyze the discourses from which the students define the teaching profession and the ways in which hegemonic senses about gender are approached in certain training contexts. Based on the analysis carried out, we propose that, although there are "traces" of feminization mandates in different contexts that make up the formative experience of the students, they are in tension with other approaches, causing ruptures. The methodological approach was carried out from an ethnographic approach in a Higher Institute of Teacher Training in a town in the center of the Province of Buenos Aires (Argentina). [ABSTRACT FROM AUTHOR]

This article aims to comprehend the narratives produced by two teachers about their profession in Alegrete city/Rio Grande do Sul (RS). The study characterized as a qualitative approach uses a narrative as a reaserch tool in Education. This is based at a vivencia I and experiencial rescue since the study colaboraters, as a teachers work valorization strategy and since their memories recognition. At our conclusive and re-inicializing considerations we evidencíate that the narrative is not limited by the critics on the entrewied teachers work. At the contrary the narrative presuppose a comprehention view concerning each participant at the educational field, as to know the teacher reality from the ones that are there. [ABSTRACT FROM AUTHOR]

This article aims to present the epistemological contributions of Theodor Adorno's thought to the reflection of emancipatory teacher education, based on two concepts, enlightenment and self-reflection. Taking the dialectical perspective as a reference to think about society and its contradictions, as well as teacher education, it is intended to show that, despite the development of capitalism, a system capable of preventing attempts at equitable transformations, there is the possibility of developing an attitude of self-criticism and resistance, which can be put into action by individuals through enlightenment and selfreflection. Training the teacher in an emancipatory proposal requires the adoption of a consistent project that leads to overcome adaptation, unveil social contradictions so that the individual can consciously transit in the world, with the world and for its transformation. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand the teaching formation in Physical Education and its different aspects developed during initial training. Method: a bibliographical survey of books and cientific articles was carried out. For this, the keywords "Teacher training", "professional training" and "physical education", were used exclusively in Portuguese language. The focus of the bibliographic research was the survey of authors who discuss the thematic of teacher education in Physical Education. Results: It was identified that teaching formal higher education aims to ensure the training of teachers to work in the environment social so that they can assist students in developing their intellectual ability. Thus, training in Physical Education has the duty to subsidize theoretical and practical content to future teachers for transformative teaching during the educational process. The focus aspects during initial training are "the relationship between theory and practice "," the role of self-assessment in the teaching construct ","constant update", "beginning and path of teaching", "convergence between technical and applied training". Conclusion: It is necessary during teacher training to develop an understanding of the future teachers values, such as feelings, emotions, the desire to overcome insecurity. That is, It is necessary to stimulate critical reflection on the practice of the future physical education teacher. it is necessary to encourage the teacher to think critically to better develop the educational process. Keywords: Education. University Education. Teacher. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to verify in the perception of students of Accounting Sciences course what are the expectations and satisfaction in relation to the competences of the professors teaching in the course, involving the understanding of knowledge, skills and attitudes. Methodology: To this end, a descriptive study was developed with a quantitative approach. The sample consisted of 102 students from the Accounting Sciences course who were in the ninth and tenth semester in 2018, at a federal public institution located in the inland of Minas Gerais state, Brazil. The Mann-Whitney statistical test was applied to test the difference between students' expectations and satisfaction in relation to teaching competence. Results: The findings showed significant differences for all variables surveyed. It was found that the general level of expectation of the student is well above satisfaction, pointing to the lack of pedagogical planning of the course. Contributions of the study: This study contributes to academic managers realize the importance of adequate pedagogical planning for the course, as well as promoting teacher training. The results of the study also contribute to the disclosure of the teachers' responsibility regarding their qualification to achieve the skills necessary for their performance in the classroom. [ABSTRACT FROM AUTHOR]

Copyright of Movimento (0104754X) is the property of Movimento, da Escola de Educacao, Fisica, Fisioterapia e Danca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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