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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 Educación y Humanismo is the property of Universidad Simon Bolivar 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.)

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.)

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 article analyzes categories operated by bureaucrats when classifying types of users and their effects on the distribution of services, observing contexts of high inequality and universal policies. We analyze how teachers, as street-level bureaucrats, implement the policy by categorizing different types of students. We adopt an analytical lens of cultural schemes, which considers that individuals internalize associations between official and social (informal) categories from their experiences. The analyzed data were collected through vignettes applied to 40 teachers from the municipal education system of São Paulo, Brazil. We analyzed the use of categories through socio-semantic and semantic networks of categorizations and the construction of referral networks. The results show that teachers simultaneously mobilize political and social categories and that the introduction of the variable vulnerability in cases opens space for the introduction of social categories that generate different types of treatment for students with similar behaviors. [ABSTRACT FROM AUTHOR]

Knowing the perceptions of students and teachers on different themes is a fundamental task to provide different interactions in the contemporary education scenario. In Brazil, the theme of racism is a harsh and sad social reality, whose actions have stained the country's history for many years. The main objective of the investigation was to analyze the perceptions of seventh-year students and teachers, from a public school, in Porto Alegre (RS), in 2019, about racism. For this, a questionnaire divided into two parts was applied: the characterization of the research sample and the presentation of six statements, by which, based on the Likert scale, the subjects should affirm their degree of agreement, indifference or disagreement. In the teachers' questionnaire, there was still an open question, in which they should answer about the actions they take in the search for an anti-racist education. It was possible to perceive that the proximity in the perceptions about racism between students and teachers are greater than the distances. Of the six sentences presented, in half of them there were positions of proximity in relation to the assigned meanings, and in the other half, it was possible to perceive distances. However, in a more detailed analysis, it was possible to notice that the proximity exceeds the distance. Several actions to promote anti-racist education were mentioned by teachers, with emphasis on debates, literary projects and the inclusion of black personalities. Thus, it is possible to consider that, even in the case of groups with age and social distances, the perceptions about racism are diverse, but close. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación 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 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 present research had the objective of apprehending the knowledge elaborated by teachers about their role in school failure. School failure can be understood when concepts, values, knowledge and citizenship have not been internalized by the student during his or her school career. It was a qualitative study of the ex post facto type. A total of 562 teachers participated, who answered the question: What is the teacher's role in school success / failure? Semistructured interviews were analyzed through the Descending Hierarchical Classification (CHD) made by Iramuteq software. The results show three classes in the corpus, in CHD, class 2: "The teacher's role in school failure" represents 52.29% of the corpus, class 3: "The teacher as main agent in the learning process" representing 35, 05% and Class 1: "The strategies needed for success" representing 12.66%. Thus, in their role, teachers identified themselves with the role of mediator of learning and with the constant need to update themselves and to seek innovative techniques. It is understood that the studies do not end with this research and it is expected that it will contribute to future studies on the subject. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the performance of health care teachers who participated in a Training Program in Nonverbal Communication. Method: Descriptive, cross-sectional survey with a quantitative approach, carried out on the premises of a higher education institution located in Guaruja, Brazil. The course was taught for two classes (A and B), with 8-hour in both groups, and in a single day for the class A and 2 in days (4 hours each day) to the class B. The course content covered the functions and dimensions of nonverbal communication, the importance of feedback and principles of andragogy. For realization of the course active learning methodologies were used. To evaluate the performance of teachers were made pre- and post-course, composed of two instruments, a form with 14 aspects of nonverbal communication related to 2 designed movie scenes (with situations of teaching and learning between teachers and students) and a questionnaire with four questions about dimensions and functions of nonverbal communication. Results: In the sample of 13 teachers, for the analysis of scenes from the film, there was an increase of teacher perception 69.24% to 82.61%, compared to the perception of the researcher. In evaluative questions of the functions of non-verbal, there was also a quantitative increase in the responses of teachers. Conclusion: The program was adequate to increase the perception of teachers as to non-verbal cues and adequacy of communication strategies for the classroom in immediate evaluation after application. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional Interdisciplinar INTERthesis is the property of Revista Internacional Interdisciplinar INTERthesis 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.)

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]

O objetivo deste artigo é oferecer uma visão geral do processo de avaliação de desempenho: significado, obstáculos a implementação e efetividade, benefícios, problemas, abordagens, práticas e componentes essenciais, com foco especial na avaliação de professores. Ênfase é dada ao desenvolvimento de indicadores de desempenho. Para finalizar é apresentada uma proposta de avaliação que leva em consideração os tópicos discutidos, delineando as principais fases e participantes do processo. Espera-se demonstrar que esse processo, essencial para a saúde institucional e para a qualidade de seu serviço e produto, deve ser participativo, dinâmico e sujeito a constantes revisões.El objetivo de este artículo es ofrecer una visión general del proceso de evaluación de desempeño: lo que significa, obstáculos en su implementación y efectividad, beneficios, problemas, abordajes, prácticas y componentes esenciales, con enfoque especial en la evaluación de profesores. Se da énfasis al desarrollo de indicadores de desempeño. Al final se presenta una propuesta de evaluación que considera los tópicos discutidos identificando las principales fases y participantes del proceso. Se espera demostrar que este proceso, esencial para la salud institucional y para la calidad de su servicio e producto, debe ser participativo, dinámico y sujeto a constantes revisiones.The purpose of this article is to offer a comprehensive view of the performance evaluation process: meaning, barriers to implementation and effectiveness, benefits, problems, approaches, practices, and essential components, focusing on teachers' evaluation. Emphasis is given to the development of performance indicators. Finally, an evaluation proposal which takes into consideration the topics discussed is presented, delineating the main phases and participants of the process. We expect this article shows that this process, which is essential to the institutional health and to the quality of its services and products, should be participative, dynamic, and open to constant revisions (reviews).

Copyright of Paideia (0103863X) is the property of Paideia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this research was to analyze the teachers' collective efficacy assessment scales under the perspective of Bandura's Social Cognitive Theory. For that, a search was conducted in databases Psycinfo, Eric, Scielo Brasil and Capes considering publications dating from 2000 up to the present moment. Four scales were founded, being all of them from the international context, none was found in the national context. Analyses were made according to the definition of the construct, the delimitation of the context, the presence of the dimensions (strength, level and generality), the construction of the items and answers, the application of the scale and the processes of evidences of validity. The observed results indicated that most part of the scales respond to the main proposed requisites, and they present evidence of validity. Besides, through the analysis it was possible to understand and establish criteria for the choice of the instruments. [ABSTRACT FROM AUTHOR]