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The present article had as scope a comparative study of the continuing teacher education policies in Brazil and Argentina. Based on bibliographic and documentary research, we rehearsed possible reflections on the policies of these countries, aligned or not with the international organisms postulates. In view of the research findings, we concluded that both countries met these postulates, adopting their concepts and ways of conceive the teaching and the pedagogic action. In the list of texts studied about the continuing teachers education, we can highlight that: it appears as a guarantee for improving learning students; there is recurrence for in-service training; certification to the detriment of real situations of expansion and deepening knowledge; the multiple spaces and offers of this training, especially by the private sector, and the emphasis on know-how. [ABSTRACT FROM AUTHOR]

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The uprising of secondary school students in the state of São Paulo (Brazil) is related to a type of collective action that, although recent, finds support in other anti-neoliberal and anti-capitalist movements, with forms of action and organizational dynamic. For a long time, no social movement had expressed such power of mobilization, rupture and resistance in Brazil as the recent school occupations. This article revisits some aspects of resistance towards the policy of "school reorganization" in São Paulo, 2015-2016 and discusses the resistance strategies that emerged from the occupations, indicating a renewal of struggles for democratic education in Brazil. In particular, we examine the interaction between student movements, public universities and the justice system in the context of school occupations and consider how the fertile field of resistance and solidarity led to the emergence of the Public-School and University Network (REPU). The REPU proposes a closer relationship between public universities and movements for the struggle for public education, constituting a singular space for knowledge production and political action. [ABSTRACT FROM AUTHOR]

The article offers information on the result of a study concerning the educational coordination, particularly the work of teacher-pedagogical coordinator (PCP), in the state school system in São Paulo, Brazil.

This text focuses on theoretical-methodological aspects analyzed on the investigation on the teacher formation reforms in the context of the educational reforms in Brazil and in Argentina in the '90s. Working with the reality of the two countries -Argentina and Brazil-required the assumption of compared education. The article discusses some problems posed by compared education and intends to articulate the ontological assumptions with a conception of comparison that allows a revealing and understanding of the educational phenomena. We consider the comparison as a possibility to provide a specific knowledge of each singular phenomenon, as a possible field of regularities, similarities and differences. As a conclusion, we present some aspects about the formation, the human formative dimension and the conception of knowledge and science production, pointing out some concerns related to knowledge lit the educational field, introducing some matters that subsidize the new research on the subject. [ABSTRACT FROM AUTHOR]

Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade 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.)