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Copyright of Pedagogía y Saberes 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 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.)

The theme of socioecological sustainability is limited in higher education, but it is essential for teachers to face ecosocial crises. The study aimed to investigate the continuing education of university professors of Pedagogy in Natal-RN, Brazil, regarding the approach of socioecological sustainability in the classroom. The methodology adopted consisted of a qualitative, applied research, with a case study design, and theoretically based; it also followed procedures of documental and curricular analysis with the Degree in Pedagogy and survey of primary data from the application of an online questionnaire with 15 professors of the higher course, which was submitted to data and content analysis. The voices of 15 teachers revealed a tiny approach to the ecosocial challenges in educational practice. Due to the absence of this approach in the higher education course of Pedagogy for several reasons, in summary, the study made it possible to build a course of continuing education for teachers through the insertion of learning based on gamification, with the objective of supporting the formation and construction of a socioecological knowledge in the face of socio-ecological crises through gamified elements in order to carry out a significant and innovative learning, forming socially critical professionals in the face of dynamic learning in teacher training. [ABSTRACT FROM AUTHOR]

Heritage Education is nowadays the subject of national politics and arouses the interest of civil organizations as well as academic institutions. In a brief and exploratory way, this text presents the process of "institutionalization of Heritage Education" in recent times in Brazil, mainly focusing on the role played by National Historical and Artistic Heritage Institute (IPHAN). It seems that, since then, we have witnessed an increase in Heritage Education into something more dense and profound than just a State policy, but a pedagogy of teaching, research, and extension, which gradually can contribute to rethinking the meaning of education. It is an epistemological reflection with anthropological motivation. [ABSTRACT FROM AUTHOR]

Copyright of Carta Internacional is the property of Associacao Brasileira de Relacoes Internacionais 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 article reflects the current stage of an ongoing research. The text seeks, based on the repertoire of Afroperspectivist philosophy, to indicate elements of a popular pedagogy of the use of information and communication technologies for the production of narratives. This effort, conceptual and methodological, evokes signs and characters from Afro-Brazilian and African histories and cultures, in particular Candomblé Nagô practiced in Brazil. The use of an Afro-Brazilian symbolic matrix is also useful to the demystification of technologies, since the use of computers, networks and other devices can be associated with the same daily experience dedicated to the worship of Orixás. [ABSTRACT FROM AUTHOR]

Copyright of Roteiro is the property of Roteiro 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.)

Cooperative Learning (CL) is a teaching and learning methodology that aims to overcome the traditional through cooperative activities; still little adopted in higher education, presupposes the formation of heterogeneous groups. This manuscript aims to report the experience lived in the discipline “Teaching Practice in Early Childhood Education” of a Pedagogy undergraduate class using the CL methodology. 35 students from São Paulo State University - UNESP, Bauru/SP/Brazil enrolled in the 2nd year participated. The procedures required: CL alignment; training and self-appointment of work teams; blog and logo creation; routine definition of classes; formative assessment. Each work team was provided with a notebook. The activities developed through the CL promoted: a) teacher education as recommended in the National Curriculum Guidelines for initial higher education (Resolution No. 02/2015); b) use of technological innovations; c) articulation with the coordinators so that all Bachelor Degrees offered at UNESP complied with the Complementary Curriculum Guidelines for the Training of Teachers for Basic Education in the Undergraduate Pedagogy, Normal and Undergraduate Courses (CEE Deliberation No. 154/2017). It is considered that the CL contributed to the formation of all actors involved through participatory, collaborative and supportive pedagogical actions - inclusive perspective -, preparing them for the challenges presented in the educational field. [ABSTRACT FROM AUTHOR]

Copyright of Voces de la Educacion is the property of Voces de la Educacion 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.)

Based on the Analysis of the Enunciation proposed by Bardin, this article analyzes public policy documents that constitutes the curriculums of Pedagogy courses in Brazil. The objective was to know the orientations to the construction of Pedagogy curriculums, in what regards offering conditions to teachers to think and act consciously in the face of school violence and bullying. The results point to the silence on this theme: this worries significantly, since the reviewed literature demonstrates the importance of creating a school environment focused on the formation of morality and, through it, the prevention of violence in school. On the other hand, the same review indicates that the moral teachers' disengagement and theachers' representations on violence and bullying attempt against the involvement of these professionals in the prevention of those problems. In what concerns these factors, the initial formation in Pedagogy tends to reproduce the conditions of moral disengagement and pedagogical omission that contribute to the conservation of a context that generates bullying and other violences in school. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas 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 aim of the study is to analyze the contradiction that exists in studies that, while demanding changes in education, establish a supposed realism in practice as the origin of a change that, paradoxically, the school's objects of study give credit to. Consequently, the demands for change become mere reproductions of variations that already existed. The methodology used is a hermeneutic review of Paulo Freire. A proposal is made to integrate his concept of critical consciousness (conscientização) - the process by which people are encouraged to explore reality and consciousness - into the "theory-practice" binomial. The outcome is that critical consciousness turns out be a cultural action process through which we are able to retrieve the reality of our sociocultural situation and move forward beyond the limitations of educational changes, allowing us to assert ourselves as conscious subjects and co-creators of our future. [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS 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 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 article discusses the education and training of teachers in the Paraná state of Brazil in the field of religious education. Topics mentioned include background information on the university system and laws concerning religious subject training in the region, training available as of the early 21st century in relation to religious diversity in Brazil, and comparison of the laws concerning training and the training available.

Sportive, militaristic, disciplinarian, uncritical... these adjectives are used to describe negatively traditional Physical Education. The above brought forth immediate interest in checking whether such criticism was well founded and triggered a brief discussion on the possibility of using traditional elements in current school Physical Education. Accordingly, research in the history of Physical Education in Brazil to justify such criticism was endeavored. Further, Didactics was analyzed to foreground traditional Pedagogy and apply the concept to Physical Education so that it could also be called traditional. Certain criticism for such traditionalism was investigated to determine whether it was correctly well founded. Finally, a conclusion was reached that if certain criticisms arewell founded, other are ambiguous. There is actually an important conceptual confusion when the term traditional is used in Physical Education. It may be suggested that traditional Physical Education still has a place in current Physical Education in the school. [ABSTRACT FROM AUTHOR]

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana 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.)

This article discusses the role of Education History in teacher education, stressing the importance of this field in the research on education, highlighting its identity among the disciplines of the School of Pedagogy and outlining some elements of its teaching at the undergraduate level. At the methodological level, it is based on Historiography and Education Historiography as well as the pedagogical project of the Teacher Training Program and the teaching plans of the courses on Education History and History of Brazilian Education at the State University of Ponta Grossa (UEPG). At the theoretical level, it establishes a dialogue with Bourdieu's concept of field, which makes it possible to point out some general characteristics of the research on Education History and the scope of this discipline in teacher training courses in Brazil. It also makes it possible to point out some trends in the teaching of Education History at the School of Pedagogy of the UEPG as well as the process of constitution of this subject and field of research in Brazilian higher education institutions. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas 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.)

Television is part of the young people's daily life and the new technologies, such as the digital video, make a new pedagogical approach possible. This approach enables the teacher to take a critical view of the mass media and to set the knowledge, which is fundamental in the learning process. This paper is based upon the research carried out in Primary schools in Brazil and it intends to show the pedagogical possibilities of television when using the digital video. The results are audiovisual productions with pedagogical, social and cultural aims. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas 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 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.)

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas 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.)