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The article aims to explain Schopenhauer's impact on Nietzsche as a style of master/teacher, incorporating the singularity as the crucial thing that education should promote. To contemplate this task and update the reflection for our time and context, it is necessary to fight the tension between the demands of educational institutions and the power of a master/teacher in the practice of his acting, in order to seek in each student what he has of genuine and original. This is an essay with a qualitative approach that reflects the formative trajectory of Nietzsche himself, capable of promoting his extemporaneous condition and facing the culture of his time. For this, a master is needed, preferably, as Nietzsche indicates, the bearer of admirable serenity, full of a strong and devouring fire to be able to promote the singularity of his student. [ABSTRACT FROM AUTHOR]

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]

Even with the increasing technological advances in distance learning, it was not efficient to contain the dropout number. Working with distance education is not simple, requiring a teaching methodology in synergy with navigation tools, simple to be absorbed by students and that will create an interaction between teachers and students who are the major players in education. The objective of the study is to know the main factors that contribute to evasion in distance learning and to present strategies for its control. A mixed, quantitative, and qualitative study was carried out, an online questionnaire for coordinators and teachers to answer to understand what is being done in the fight against dropouts. Bibliographic research and document analysis were also carried out to better understand the investigated object. [ABSTRACT FROM AUTHOR]

The relevance of pedagogical theories is the main discussion in this text's ambit, which has as it's general objective to analyze the theories of pedagogy, either conservative and progressive, lightened by Saviani's (1999) thinking, which criticized Bourdieu and Passeron (1970) in its school theory as reproduction and Althusser (1980) by its structuralist reading of education as an ideology. These configure themselves as learning assumptions that focused in the Brazilian scholar practice. It becomes necessary to stress that the concept of pedagogical theories brought, expressly, a comprehension of the education and its school practice. In this context, the present philosophical investigation is justified, which figures itself inside the Philosophy of Education's ambit as a fundament. The development is based on bibliographical materials, websites and scientific articles, Inter alia, through methodological tools that concentrate on a qualitative approach, of deductive method and interpretive character. The theorical-methodological piece of Mikhail Bakhtin (1981) about the already-mentioned and the voices of the texts constitute itself to a necessary methodology for the development in the discourse's analysis of the authors mentioned above. Results displayed, the pedagogical theory of Savani (1999) is demonstrated to be present in the Brazilian school practice. Therefore, the question that is established is the following: how do conservative and progressive pedagogical theories coexist, and are these theories historical critics developed by the teachers in the school setting? [ABSTRACT FROM AUTHOR]

This article presents the results of a research carried out in ten municipalities of great territorial extension in the state of Paraná, with the aim to understand the educational policy in relation to rural public schools. In this text, we selected eight municipalities considered extremely rural to expose contradictions present in the field and in education, based on documentary studies and interviews. The aim is to problematize microregions whose territory has the presence of large properties and agribusiness, alongside the work of the diverse peoples of the countryside. In these contexts, there are challenges regarding the guarantee to the right to education. They are marked by school closures, precarious roads that give access to the municipal headquarters, centrality of school transport for students, difficulty with the continuity of teachers in schools, among others. It is possible to conclude that the contradiction that generates exclusionary processes in the countryside resides in the concentration of land, in agricultural production for exportation that generates few job opportunities, and results in the policy of closing schools due to the low population density. When studying such regional contexts, it is evident the need for another project for the countryside, agrarian reform and public policies for the subjects to remain in the countryside. [ABSTRACT FROM AUTHOR]

In this article, we explore aspects about the role of the school and the teaching of schools, given the learning difficulties presented during Elementary Teaching (1st to 5th year) and which concern the necessary distance from diagnoses that lead has led to the medicalization of Education. We focus attention on theories that emphasize the importance of intentional teaching, of action-reflection-teaching in different school places and space in order to meet the needs of learning presented by children, especially those with difficulties in carrying out activities. The target audience of our intervention was schools of Elementary School I (1st to 5th year). The walk lesson inspired by Freinet thought allowed us to create other possibilities for the children to recognize and systematize, with the help of the most experienced partner, the proposed activities, especially those that favor the cognitive exercise of reading and writing. by children considered to have learning difficulties. Indistinctly, all children demonstrated their appropriations, showing success in all activities. Thus, we consider that educators and other subjects in the school community, especially family members, should not treat learning difficulties as psychological or psychiatric disorders, using diagnoses that lead to the medicalization of schoolchildren, therefore, Education, and distance the school and its teachers from the essentiality of teaching action that is didacticpedagogical. [ABSTRACT FROM AUTHOR]

The paper approaches the limits of technologies in education, from the discourses extracted f'om the mapping of theses of the Graduate Programs in Education, in the interval of 2012 to 2016. It is a hermeneutic research carried out through the search of keywords, in the Brazilian Digital Library of Theses and Dissertations (BDTD), aiming to understand the contributions and problems evidenced in theses on the subject. The challenges and questionings of technologies come to the scene in education as models to be followed, which weakens the experiences of pedagogical sense in the historical-formative interdependence and unveils the need for a critical-dialectical movement that takes into account the knowledge constructed in the school. The teacher, in this scenario of change, needs to be a provocateur of pedagogical reflection stolen by the successive development of technical idioms, as a starting point for the dialectical reconstruction of technologies in education. [ABSTRACT FROM AUTHOR]

This text seeks to reflect the dilemmas of modern education, the experience of childhood and the impoverishment of teacher work in the light of Theodor Adorno, Walter Benjamin, Jean-François Lyotard; Giorgio Agamben, Fernando Barcena and Michel Foucault, among others. The text is justified since the modern world has turned into mere repeating activity, unable to translate into tellable experiences. The challenge is to restore the possibility of reflective experience between knowledge and educational practices, in order to contribute to a thinking action that comes from childhood experience and provokes a critical attitude to discuss the consequences of the process of impoverishment of teacher work in the current context. [ABSTRACT FROM AUTHOR]

In this article we present and discuss the value of the ethical dimension present as articulator in the organization of pedagogical work. Whereas Ethics is disfigured by the events and understandings of today's society, in which teachers hide behind masks as proletarians of unnecessary knowledge and useless to capital, analyze the ethical dimension and its importance for the process and educational practice presents itself as an appreciation of the human being and all its manifestations. Understanding the School as a space for interactions, the curriculum becomes a cultural artifact for the teacher to achieve his goal with a humanizing education that aims at the emancipation of the human being. [ABSTRACT FROM AUTHOR]

For Adorno, education is primarily engaged in human emancipation. Emancipate, as we shall see, it means creating conditions so that everyone can live freely, and thus be able to develop their full potential. But, if on the one hand these goals are presented even to us with a certain obviousness, on the other hand, as will point Adorno, its effectiveness will find difficult or hand way. Faced with such questions, the article presents to what extent it is possible to build an education for empowerment, emphasizing, above all, the role of teachers in this process. [ABSTRACT FROM AUTHOR]

The article discuss the pedagogical work in children's schools, from the conceptions of teachers who work in the nursery. The intent of this research is justified by questioning the existing gap between what they think and what they do these professionals, since in practice the care related to the child's body happen mechanical and dissociated way of an intentionally educational work. To see how this issue is perceived by teachers, a questionnaire with open questions that sought to raise aspects of the pedagogical work organization babies was applied. The survey results indicate that, from a practical point of view, there are still quite significant mistakes in the work of these professionals, since the concern is only with the hygiene and the physical safety of babies. Thus, it is necessary that educational activities are designed for the nursery, to consider teaching as an educational opportunity in working with babies, aimed at their learning and integral development. [ABSTRACT FROM AUTHOR]