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The article aims to analyze the perception of teachers in the city of Ascurra/SC on the use of textbooks on local history, technologies, transmedia storytelling, and their applicability in teaching the history of Italian colonization in the municipality. Through an action-research, educational training was carried out about technologies and the use of a textbook for 29 teachers, who answered a form with three dimensions: "educator profile", "perception about the textbook" and "technological perceptions and transmedia". Among the main results, it was possible to verify that teachers feel the need to better use technology in education and are interested in deepening their knowledge regarding local history and the use of accessible technologies. [ABSTRACT FROM AUTHOR]

This text aims to identify and analyze the challenges in higher education to meet social needs in Colombia. Qualitative research methodology was employed for this purpose. Semi-structured interviews were used as the technique for data collection, and questionnaires were used as instruments. Atlas.ti software and the website nubedepalabras. es were utilized for information analysis. In conclusion, it is determined that higher education faces internal challenges associated with structural factors in the educational process and external challenges linked to the economic system and living conditions of the Colombian population. [ABSTRACT FROM AUTHOR]

The justifications presented for the reform of Secondary Education are anchored in half-truths about young people's dissatisfaction with the quality and meaning of this level of basic education for their lives. This article, based on documentation referring to the reform and pertinent literature, analyzes these justifications and demonstrates that their intentions define the responses and conclusions that society must reach. Such justifications are intentionally deprived of specialized scientific analysis on the effective materialization of this last stage of basic education. To consolidate the reformist rhetoric, the silencing of divergent thinking and the support of the media were essential. The reformers did not want to listen to the subjects who experience the school, nor to listen to what young people want from their schools or teachers about their conditions to implement a high quality education that is attractive to young students. Its rhetoric, politically structured from half-truths and the contempt of academic production, intends to promote its public acceptance, effecting setbacks in the offer of Secondary Education in Brazilian public schools. The duality is reaffirmed under the discourse of a new educational structure, a new curriculum, a new role that youth starts to play in defining their life projects. [ABSTRACT FROM AUTHOR]

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]

This article deals with the current processes of subjectivation of the government of freedoms, analyzed through the discourse of teaching excellence in the educational field. In this sense, fundamental problematization nodes were located, which, from the perspective of the history of the present time, allow us to think about the conditions of possibility that have led to the work of the teacher subject having a central place as part of the economic growth project. From the notion of governmentality, the transformations in the processes of subjectivation of teachers in the context of current policies of teaching excellence in Colombia were analyzed. [ABSTRACT FROM AUTHOR]

The main objective of this review is to show the most significant aspects of the book Pedagogy of autonomy: necessary knowledge for the educational practice of the Brazilian pedagogue and philosopher Paulo Freire. For this purpose, the three chapters are explored, described and interpreted in an analytical way, which address four elements: role of the teacher, student, knowledge and ethical sense of the pedagogical act. It is concluded that autonomy is a symbolic factor of the educational process. Likewise, teaching is not transferring knowledge, but creating conditions for its construction. [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]

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]

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]

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]

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]

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 address an experience of primary classes in the nineteenth

Social interaction was one of the factors strongly affected during the SARS-Cov-2 virus (Covid-19) pandemic, which is of great concern today in terms of the impacts felt. This study is part of a cross-sectional, qualitative research, carried out with teacher-mothers, between 65 and 70 days from the beginning of social isolation in Pernambuco. It was conducted through a questionnaire sent by link and carried out with 30 professionals from public and private institutions. The objective of this research is to understand the universe of these mothers as professionals, their relationship with institutional verticality and their impact on the isolation routine. The results obtained show significa nt psychological consequences caused by the pressure suffered such as tiredness, stress, low self-esteem, use of strong medications, in addition to canceling family life. [ABSTRACT FROM AUTHOR]

This work has as general objective to reflect on the curricular transformations for literacy from the 1980s on. As specific objectives, it is intended to: a) discuss the degree of importance in the teaching and learning process attributed by the BNCC to literacy; b) reflect on the BNCC construction process; c) to discuss the findings made by research on the theme "literacy and BNCC" that occurred between 2015 and 2020. Characterized as a research of qualitative and bibliographic approach, studied the theme through books and articles made available in virtual libraries, scientific journals and in the Capes Database considering the research published between 2015 and 2020. We conclude that there are many problems in the BNCC proposal, such as not offering more concrete actions related to literacy, while focusing much of this function only on the teacher. Finally, we answer ed the main question of this research: "Habemos Base"? If we are going to think of a document that has the text as the main work, we can mention that we have a basic proposal. However, if we think of the student as a subject and the teacher who needs resources at his disposal, as well as a continuous quality training, we can measure that only the BNCC does not guarantee this evolution that we want, and there is a risk that, once again, it will be a proposal that does not leave the role with the expected effectiveness. [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]

This article about Gaspar Melchor de Jovellanos (1744-1811) recalls some of the educational contributions of the brilliant illustrated man, a modernizer. The text highlights above all his status as a pedagogue, his concern for public education, linked to individual and social development. For Jovellanos, education is the key to prosperity, an education of a public, theoretical-practical, moral and aesthetic, humanistic nature. In short, this article pays humble homage to the asturian polygraph, whose great educational legacy continues to illuminate two hundred years later. [ABSTRACT FROM AUTHOR]

The paper consists of presenting a proposal for a mechanical physics class through the scene of Gwen Stacy's death in Spider-Man stories. In the first section, the arguments and research that debate the efficiency of comics as a pedagogical tool and its relationship with physics and science in general are reviewed, rescuing the use of comics for the teaching of exact and nature sciences. It presents in a qualitative and quantitative way the concepts of mechanics involved in the death of the character and the curricular proposals for insertion in the classroom. Finally, it suggests in the form of results systems of organization and development of contents that can be explored in lesson plans, aiming to assist teachers in the task of teaching physics teaching. [ABSTRACT FROM AUTHOR]

This article results from a master's research cut-off. Here, we present the result of the investigation of the challenges and possibilities to carry out the continuous training, within the school space, for high school teachers. Participated in the research 16 teachers and four members of the pedagogical team of a school of the state education network in Rondônia. After the study, we can affirm that carrying out the continuous formation within the school space is something possible, as long as the whole process is reflected and constructed collectively. [ABSTRACT FROM AUTHOR]

This article discusses how assumptions about the nature of childhood have been triggered in the confrontations about the legitimacy of gender and sexuality themes in education in contemporary Brazil. We analyse two practical-discursive pitfalls that have been consolidated in these confrontations. The first, forged by anti-gender discussion and education activists, consists in the narrative construction of vulnerable childhood to be protected, and triggers moral panic at the prospect of discussions about gender and sexuality in schools. The second, more subtle trap, concerns the situation of passivity attributed to students in the school context, who are considered to be the subjects of instruction by teachers, including those moments when gender and sexuality issues are addressed in the classroom. The image of a child-prisoner, passive and in danger made-up by the "gender ideologues," populates the narratives analysed in the first part of the paper. It allows us to discuss the political uses of the hyperinflation of this idea of child vulnerability. However, even in educational practices that invest in working gender and sexuality matters in school setting, we observe that children can be conceived as lacking agency, such as discussed in the paper's second part. In order to challenge these logics, we highlight the ludic dimension and playing with conceptual and methodological tools that can contribute to a non-pedagogizing approach to gender and sexuality in education. [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 article is conducted under the framework of the research Project "Uses and Applications of Facebook at the University of Cuenca". We are very interested in determining whether Facebook has created learning scenarios to compliment the formal schooling processes or, on the other hand, it is a communication tool in the educative dynamics. The methodology consists in a survey applied to 375 students and 287 teachers at the Universidad de Cuenca, some focus groups and some in-depth interviews to teachers from different departments. This article analyzes this social network as a tool that mediates between teachers and students. It also addresses the need to establish more open processes in order to understand how the students communicate, learn and coexist at college, as it is a scenario where teacher-student and student-teacher interactions occur. It is also deemed as a space to start dialogues intended to gain shared insights. [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]

El presente ensayo busca realizar una reflexióncrítica sobre la actualidad de los conflictos que inciden en la educación nacional. Parte considerable de esos conflictos está relacionada al hecho de que ciertas ideologías conservadoras avanzan de forma sistemática sobre las políticas educativas desarrolladas en Brasil. Consideradas en conjunto, esas ideologías conservadoras se caracterizan por defender una oposición a los cambios que se derivan tanto del desarrollo de teorías y prácticas derivadas del campo académico y de las luchas sociales incorporadas a la realidad de la enseñanza básica y superior, haciendo de la escuela y de la educación un importante el locus del embate de clases estructurante de nuestra sociedad. [ABSTRACT FROM AUTHOR]

The interest of this article was to analyze the use of synchronous and asynchronous communication tools in virtual learning environments. Authors were requiered such as García (2007), Cabero & Llorente (2007), Martínez, F. & Solano, I. (2003), Valverde, J. (2002), among others. The Littoral Educational Corporation (CEI), in the city of Barranquilla, Colombia. The study was conducted between July 2016 and July 2017. The sample was 87 members among students and teachers of the CEI in Barranquilla. It was determined that teachers take advantage of electronic mail and the electronic board, while other tools are used to a moderate extent. It is favorable for the Litoral Educational Corporation to create continuous training plans for teachers to improve the use of communication tools in virtual learning environments and generate innovative contributions in the educational field. [ABSTRACT FROM AUTHOR]

This essay text is an analysis of the implementation model of the Pedagogical Practice Support System - SIAPP - adopted by the State of Bahia, with a focus on a Case Study and Participant Observation with the teachers who work in the Complex Education Institute of Porto Seguro - CIEPS. In view of the studies of the different models of Public Policy (PP) implementation analyzed in the component - Public Policies Compared - in the Postgraduate Program in State and Society (PPGES) by the Federal University of Southern Bahia (UFSB) and in partnership with another author of this essay, several questions emerged - motivation for the realization of the proposal in dance. In order to achieve the research, a proposal was made to make public policy feasible based on the literature on the subject, and it should be noted that the privileged models in this work were the top-down and the bottom-up in the light of street-level bureaucrats. Finally, it was proposed an analysis of the problematic from the inside out. [ABSTRACT FROM AUTHOR]

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: Bullying and the use of psychoactive substances are problems to which adolescents are exposed in schools. The role of educators is paramount for prevention and management in this type of situations. The objective of this study is to describe the teachers' perception of bullying and psychoactive substance use in a school in Bogotá. Materials and Methods: Qualitative, exploratory study with the development of discussion groups and semi-structured interviews. A total of 5 educators and 1 counselor participated voluntarily previous informed consent. Ethical aspects were taken into account. Results: Participants were 66.6% women and 33.4% were men, 66.7% aged between 50-60 years, and 33.3% aged between 40-50 years. Results are presented in two subjects: psychoactive substance use and bullying which, in turn, were organized into the following categories: causes, problems, consequences, actions and proposals, highlighting ten (10) subcategories that emerged from interviews and discussion groups held with educators on bullying and use of psychoactive substances in adolescents. Conclusions: According to the perspective of educators, the involvement of parents, as part of the educational community, as well as intersectoral and interdisciplinary work for the management of both, bullying and consumption of psychoactive substances is indispensable to develop tools in adolescents that allow them to face these problems in a proper way thus avoiding seeking other alternatives that affect their lives. [ABSTRACT FROM AUTHOR]

Biesta raises questions about the relationship between thinking and education. He wonders whether there are dimensions of education that cannot occur through the advancement of thought alone. In this paper I consider this prospect in relation to the community of philosophical enquiry and also take up Biesta's comment about liking gardens in schools. This is not in order to assert a particular analogy between gardens and gardening and the school and teaching, but rather to explore the possibility of there being practical resemblances between the existence of a garden and the human activity of gardening, and how a school should exist and the kinds of activities taking place in schools. By the close of this short paper I will have opened for further discussion the possibility that there may be some resemblances between what teachers and gardeners need to do, for example the attentiveness to uniqueness as well as creative forces outside human control. I show there is already an awareness of these concerns present in Ann Sharp's writing and close by discussing the implications for this in terms of the role of the teacher in the community of philosophical inquiry. [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]

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]

This article analyzes the pedagogical ideas of Juan López de Velasco, a chronicler of the Indies, cosmographer, and one of the most important philologists of the 16th Century. In the first place, he initiated the reaction against the phonetic reform of Spanish spelling, using pedagogical arguments that conditioned the orthographic debate of the following century. Furthermore, he proposed legislation regarding essential aspects of primary schools, such as the examination for teachers, consideration of them as public agents, and the regulation of the timetable and number of students. The study demonstrates that López de Velasco was a forerunner of modern thinking on literacy processes and primary-school organization who was several centuries ahead of his time. [ABSTRACT FROM AUTHOR]

Considering that the education sector can be considered propitious for the emergence of insidious and systematic practices that can reach the psychic integrity of students and teachers, the present essay seeks to reflect, from a psychoanalytic perspective, on harassment moral in the educational context. For that, the perverse nature commonly known as authoritarianism, based mainly on Freudian psychoanalytic theory, and the post-Freudian concepts of Lacan and Melanie Klein and on contemporary authors such as Hirigoyen and Racamier were discussed. From this reflection, it is possible to suppose that the narcissistic perversion picture, observed in some traits of teachers, can be delineated as a form of defense of the subject facing a threatening situation. It is important to consider the individual characteristics and experiences of teachers, since no generalization is proposed here and these manifestations may also be the result of an educational culture in which authority is historically institutionalized. [ABSTRACT FROM AUTHOR]

The article presents the results of research on strengthening the emotional intelligence of teachers. The study began by diagnosing the skills of participating teachers in terms of their self-motivation, self-knowledge, self-control, empathy and skill. Then, an ICT mediated learning environment was designed and implemented to identify opportunities for improvement in self-control and empathy. The results show that interaction in these virtual learning environments, above all those designed for collaborative scenarios, helps to strengthen emotional skills related to the ability to perceive, understand and control one's own emotions and those of others. [ABSTRACT FROM AUTHOR]

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]

The currentness and importance of educational inclusion turn the study of several aspects involved needed for its understanding. The literature review found a lack of studies on institutional arrangements involved in the schooling of children diagnosed as autistic. Using the Institutional Discourse Analysis as a method to investigate, through interviews with six teachers, the idea on the development of students diagnosed with autism or Pervasive Development Disorder and the positions taken by professionals in the education of these children. It was found present in the speech oppositions that characterize the concept of "student-problem". The lack of standards are said to be the great challenge of inclusion, once there isn't a pre-determination for the work of the teacher, school, treatment and the child's development whose conception transits between the individual work and the comparison with the group, which characterize the feeling of "lack of knowledge" characteristic of the position of inclusion. [ABSTRACT FROM AUTHOR]

Education and the work context in educational institutions are recurring themes in the analysis of experts and theorists, in view of new social configurations and subjective processes that are included in them. In almost all discourses, questions on new pedagogic methods and interven-tions, as well as on the challenges to face contemporary problems are raised. Education is em-bedded in the social net and it is trespassed, all the time, by forces, power and knowledge rela-tions that define modes of being and acting. Teachers suffer the effects of these new social for-mations, both in relation to the different social bonds and relationships that are daily established at school, and in relation to their own working mode. This article's aim is to discuss how the edu-cator's subjectivity is being configured, considering him from a worker position. We examined the different social configurations that were produced during the Brazilian educational historical de-velopment in order to understand the transformations that take place and the work processes that are produced, constituting different modes of being and working in the Porto Alegre Municipal Education Net (RME). We delineated a discourse analysis, inspired by a dialogue between the studies of Michel Foucault and Gilles Deleuze, considering teachers and principals' discourses found in fles of counseling, meetings and training with teachers of RME, taken as analyzers of the historical construction of discoursivities. We emphasized the complaint as an expression of teacher's suffering and illness at work, produced by the hegemonic discourses and practices that put the teacher-worker in a place of weakness and impotence, effects of a neoliberal rationality, a logic that operates on the behavior regulation and today's subjectivity processes. [ABSTRACT FROM AUTHOR]

Burnout Syndrome is a reaction to chronic emotional tension which happens especially to healthcare and educational professionals, including teachers and nurses. This qualitative study aimed at: a) investigating signs suggestive of Burnout Syndrome among teachers working in elementary public schools in a town in southern Brazil; b) based on the results, to reflect on nursing work. The empirical data were collected through semi-structured interviews with 15 teachers. The results were grouped into three categories representing Burnout Syndrome dimensions referred to in the literature: emotional exhaustion, depersonalization and low professional satisfaction. The study draws attention to the link between the education and nursing fields with regard to the characteristics of the contexts where the work of these professionals is carried out. We highlight the contribution of qualitative methodology in facilitating the observation of each of the categories, and the need for effective actions to deal with the conditions which lead to the development of Burnout Syndrome. [ABSTRACT FROM AUTHOR]