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This article aimed to analyze the didactic strategies used by teachers of Youth and Adult Education of three public schools in Alagoas to improve the teaching-learning process. The EJA for many years has been considered an educational subsystem, a poor education for the poor, but there is recognition in recent years of the transformative role it can generate in the lives of people who were excluded from the traditional education system for work reasons, pregnancy, school failure or voluntary dropout. There are also economic reasons that establish the importance of this type of education, being considered as a workforce that must be qualified to enter the increasingly competitive labor market. From a qualitative approach and case study method, research was developed by obtaining data from three focus groups with students and semi-structured interviews with teachers. The data were treated through the content analysis proposed by Bardin (2011). In the speeches arose the dialogic positions of teachers and students object of this research, who demonstrated the importance of the relationship of dialogue and respect between teachers and students of the EJA, highlighting that there are didactic strategies that favor learning, such as practical work and group. However, there is a criticism of the EJA that presents some mechanical processes of nonsense and merely reproductive teaching that do not favor the acquisition of higher thinking skills, such as reflection and analysis of the student's social reality. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

With the transformations that took place in cultural policy in Brazil since the 2000s, the field of heritage education has been democratized. In this process, inspiring experiences were sought in the history of the National Historical and Artistic Heritage Institute (IPHAN, in Portuguese) for the new performance. Thus, the Projeto Interação entre a Educação Básica e os Diferentes Contextos Culturais Existentes no País (1982-1986) — Interaction Project between Basic Education and the Different Cultural Contexts Existing in the Country (1982-1986) — was valued as an example for rethinking educational practices with cultural references. However, this appropriation of the Projeto Interação was limited to the memories of the remaining IPHAN professionals who worked at the agency in the 1980s. This article seeks to overcome the absence of systematic studies presenting the research done in the Central Archive of Brasília and demonstrating how the principles of Interação are currently present at IPHAN. [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]

Copyright of Paradigma 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 Estudos Feministas is the property of Revista Estudos Feministas 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.)