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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.)

Education is a universal right and, as such, needs to be respected, monitored and, commonly, evaluated as a premise of equity in access and permanence in school. That said, this article aims to consider the postulates of Paulo Freire, Zygmunt Bauman and José Moran, aiming to match their possible reflections on the current challenges of education, as a universal right. Thus, based on qualitative principles, we developed a bibliographical research, whose main information was collected from the works of these authors. We consider the context of a fluid space-time and the cradle of a society with undeniable technological realities, which allow obtaining information and opportunities for the world of work and which demand the reinvention and humanization of the classroom, to think about the utopia of the universal right to education of quality. [ABSTRACT FROM AUTHOR]

This article aims to demonstrate how the transformation of the concepts of health, illness, and well-being interacts with the process of educational inclusion for people with disabilities. The reflection is based on the conceptions of the Policy Cycle, articulated with the concepts of inclusion, health, and well-being, and has as material for analysis Brazilian political-normative texts that guide the process of educational inclusion of people with disabilities. It is intended to reconstruct the context of influence from scratch using the Policy Cycle Approach that enabled the emergence of the discourse of inclusion from the perspective of social well-being and to problematize the context of text production and the context of practise through the analysis of public policies aimed at the educational inclusion of people with disabilities. Based on sociology of health studies, which understand health and disease as the subjects' social, material, and cultural contexts, this study understands that the new conceptions of health and disease give a new meaning to disability, distancing it from its immediate association with the concept of disease. Considering disability as not limiting individual potential, educational inclusion is approached from the perspective of promoting social well-being as a form of full participation by the disabled person in all dimensions of community life. Thus, it is concluded that inclusion, widely understood, contributes to the construction of a cultural, political, ethical, and epistemological project aimed at social emancipation, autonomy, and the guarantee of human rights, thus valuing various aspects of the demands for equality in differences.

The article examines the history of Casa dos Educandos Artífices [House of the Artificer Apprentices (1841/1889)] in the Province of Maranhão (Brazil), which received underprivileged boys after the continuous increase of poverty caused by the Rebellion of Balaiada (1839–1841). At the Casa children were taught basic literacy instruction, Christian doctrine, and mechanical work at the War Arsenal, government public works and private workshops. As apprentices learned how to read, write and count, they received grammar, singing and instrumental lessons. Professional training included bricklayer, tailor, joiner, welding and copper. This paper aims to recover the history of this institution, which closed in the Republic Proclamation in 1889, drawing from many sources: manuscripts, letters from the directors to the province presidents, reports from the province presidents themselves, regulations, laws and newspapers that circulated in São Luis (Maranhão) from 1841 to 1889. Based on Norbert Elias's theoretical contributions, the analysis focuses on the creation and consolidation of the institution, material space, power relations, flow of subjects and management of school schedules and school actors and regulations. This research aims to contribute to understanding the nature of the professional instruction and the characteristics of a peculiar educational establishment in Maranhão in the nineteenth century. [ABSTRACT FROM AUTHOR]

Accessibility issues are being increasingly addressed in legislation and inclusion practices adopted in the country and the world. Regarding education, some approaches were implemented aiming at a more inclusive school environment, such as the Special Education modality. To verify how Special Education is being attended in Brazilian institutions, the present study aimed to analyze open data made available by the National Institute of Educational Studies and Research Anísio Teixeira [Inep] from 2021 to diagnose the status of Special Education in Brazil, through clustering techniques. The results presented new perceptions about the Brazilian Special Education modality, showing regions that need more investment in the educational area, as well as regions with difficulties in the use of technologies, which can cause several problems, such as school dropout. [ABSTRACT FROM AUTHOR]

Copyright of Olhar de Professor is the property of Olhar de Professor 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 study's main objective is to problematize the work of a school in the teaching of arts, using the context of Brazilian artistic education. The qualitative, descriptive, documentative, and bibliographical research can be characterized as a case study. Given the known value of the arts in students' overall education, we propose formative actions designed to prepare professionals in the field to teach the arts, although we recognize that actions exclusively aimed at professional training do not guarantee institutional support of art classes. Finally, we consider the urgent need to formulate public policies that enable the implementation of didactic actions and financial investments in teacher training, which may offer more suitable teaching opportunities and provide quality teaching. [ABSTRACT FROM AUTHOR]

Augmented Reality (AR) technology consists of computational techniques that, from a technological device, generate, position, and show virtual objects integrated into a real scenario. Thus, the objective of this mapping was, therefore, to identify applications of Augmented Reality in the context of Basic Education in Brazil. The adopted method included typical steps of a systematic literature mapping. As a result of the execution of these steps, 04 articles were analyzed that offer to identify the applications of AR in the context of Brazilian Basic Education. Thus, the adoption of AR in educational contexts represents an important mechanism for educational practice, which expands the possibilities of strategies for teaching and learning. [ABSTRACT FROM AUTHOR]

Copyright of Campo Abierto REvista de Educacion is the property of Universidad de Extremadura 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.)

Currently, the word democracy is masked through depoliticized meanings faced by market demands and the contemporary geopolitical conjuncture, involving actions of social coercion being operationalized through mechanisms by which state disciplinary power is exercised. Thus, it is necessary to inquire about how it acts in the sense of building "truths", "myths", correlating them to the problem of knowledge construction. In this sense, it is evident that Freire's thought becomes current, in view of his cry for a fair, conscious and democratic society. In view of this, following political and socioeconomic transformations arising from a globalized productive paradigm, Brazilian educators find it difficult to understand the relationship between education and economy. In this environment, questions about the school's attributions and the functions performed by the teacher come into force. Furthermore, it can be said that in Brazil, teacher representations are constructed from voices and discourses that do not emanate from educators, but come from other professionals, such as journalists, economists and politicians. This means that society is immersed in a process of globalization that tends to adopt an educational policy by the parameters of neoliberal capitalist ideology, which makes Paulo Freire's thought essential, in his legacy for a democratic education and in his dialogic pedagogy, reiterating its importance due to the attacks it has suffered in the face of the policy of intolerance that has devastated the country, and which intensified after the 2018 elections. [ABSTRACT FROM AUTHOR]

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.)

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa 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 Didacticae: Revista de Investigación en Didácticas Específicas is the property of Didacticae: Revista de Investigacion en Didacticas Especificas 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 Encounters in Theory & History of Education / Rencontres en Theorie et Histoire de l'Educacion is the property of Queen's University, Faculty of Education 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 intends to contribute to the debate about the actuality and defense of the work Pedagogy of the Oppressed, which in 2018 completed 50 years. On the occasion, several educational institutions proposed to celebrate Freire's legacy and reinvent it, incorporating analyses on current demands, from events, books and dossiers on the theme. This article reflects on Paulo Freire's educational thought, pointing out the various themes addressed in the sources consulted, focusing on the challenges of Brazilian education in the face of the 2016 coup and the advance of the “Escola Sem Partido” movement. [ABSTRACT FROM AUTHOR]

This study examined the impact of early childhood in physical education (ECPE) practicum experiences on pre-service teachers' (PSTs) perceptions on the development of the knowledge base. Specifically, this study focused on how PSTs bridged the gap between knowledge learned during campus classes and practicum experiences in an early childhood (EC) public school. Eighteen PSTs participated in practicum experiences embedded in two ECPE courses from a physical education teacher education program in Brazil. Data collection included focus group interviews. Data analysis was conducted through thematic categorical content analysis using a hermeneutic perspective to code the internal structure of the theme and their relationships. Participants initiated their practicum experiences based on academic knowledge in ECPE. Nonetheless, the findings suggest that new knowledge was generated through multiple and repeated practical lessons within their own singularities. These contextual singularities allowed PSTs to re-elaborate their knowledge and produce new ways to respond to different teaching situations. Participants acknowledged the importance of knowledge of students, the benefits of implementing different teaching styles and the need of improving common content knowledge in ECPE. The findings of this study indicate that the partnership between university and school was an effective way to bridge the gap between theory and practice. This partnership provided identification and application of teachers' knowledge base. [ABSTRACT FROM AUTHOR]

Textbooks have been subject of national and international research and, in the Brazilian scenario, this thematic has been drawing researchers' attention since the beginning of the 21st century. Focusing on the scope of geometry, the objective of this paper is to the share results of a study about the presence of Geometry in Mathematics Textbooks, based on the map of the research conducted by the Theorem - Reflections on Geometry Mathematical Education research group, which take the mathematics textbook as subject of study. For this, the use of textbooks is contextualized and a literature review is subsequently presented, addressing studies that discuss geometry in general and in its particularities, and, lastly, we present the theoretical foundation of the investigations conducted by the group. The results of these analyses are divided into two fronts: investigations regarding geometric contents and concepts and development of other thematics associated with the presence of geometry in mathematics textbooks. Lastly, the section quilting and projecting revises the group's research fronts in a reflective way, interrelating them and relating them with other national and international fronts, in the light of a macro perspective. With this "patchwork", we hope to contribute with the discussions on mathematics textbooks and the production of knowledge, especially in the geometry scope. [ABSTRACT FROM AUTHOR]

This article aims to reflect on the power of Freirean education in face of the authoritarian conservative impetus of contemporary Brazil, exposing the rise of the reactionary movement underway in Brazil. To this end, it points out how the history of Brazil is marked by the authoritarianism, in which the death of thousands of native peoples took place; the process of slavery, which humiliated and vilipended hundreds of other people; the dictatorships and the deep social inequality embedded in the country. Methodologically, there is an exploratory study that provides a reflection on the legacy of the work of Paulo Freire in front of the statement of plural and democratic values, necessary to realize a dialogic and problematizing education. It also presents authoritarian elements that are already placed in the Brazilian educational context under the shadowy spectrum of totalitarian danger. In this sense, this study was anchored in the light of Arendtian thought about the totalitarian system, referring to a time of freedom limitations, rigorous political persecution, and social injustice. However, it is by indignation that the world is moved, without losing hope of being able to enjoy it in the beauty that the pedagogical construction, politically assumed, leads to freedom. Thus, when the roots of education are stuck in the horizon of equity, lovingness to people, and full citizenship, education becomes humanizing. With this, the liberating education, under the egis of the thought of Paulo Freire, can anchor itself, no doubt, on ethical principles to achieve the highest degrees of the human development scale. [ABSTRACT FROM AUTHOR]

With the restriction of school activities imposed by the COVID-19 pandemic, the recent debate about the regulation of homeschooling has gained even more relevance. The interviewee reveals data from her studies, which help to clarify the demand for a legislation that supports families that, for a number of reasons, opt for this modality of education. Formal, economic and religious aspects at stake are discussed, as well as the role of the State and family. Information on the singularity of the brazilian context is brought forward, in comparison with other countries and other moments in history. Lastly, the necessity of not treating education in schools and homeschooling as opposite or exclusionary is emphasized, as well as the fact that in the brazilian case, because of everything that the school represents, education in schools is still fundamental.

The article analyzes the performance of the Lemann Group which, through the Lemann Foundation, has been acting on several fronts of the public education policy in Brazil. The objective of the analysis is to explain the guiding principles, objectives and strategies that guide their interventions in the educational work of schools in countless public-school network. The analysis results in indications of a new role assumed by the Brazilian business, from the 2000s, in the dispute of hegemony in the educational field. These indications start from the presupposition of the existence of an accelerated process of neoliberalization, which triggered new mechanisms of bourgeois domination focused on the field of education and that directly impact the State's role in the development of public policies for education, with a view to a new sociability pattern. In this context, the neoliberal project of education is instituted as a fundamental instrument in the construction of consensus around the new strategies of bourgeois domination. Based on these analyzes, the text points out that recent changes in public policies for education in dependent countries such as Brazil are far from being explained as a consequence of the imposition of international bodies to which local rulers would be victims. It is, in fact, a project of reordering bourgeois domination in a context of the organic crisis of capital.

This study presents concepts and models of typologies, cycles and analyzes of educational public policies, taking into account the political scenario and the historical and political context in which they are created and implemented, having as a starting point the 1988 Federal Constitution of Brazil and as final milestone of the 2016 coup d'état discussion. It is a documentary research that is part of the field of policy discussions. The study highlights that the PNE and the National Curriculum Guidelines for Initial and Continuing Education for Basic Education Teachers can be alternatives to intermediate actions that encompass different aspects of basic education professionals. The valorization of these professionals must be guided by a policy based on some fundamental pillars that include training, remuneration, career and working conditions. This requires commitment from the government and organized society in the different spheres of governance within the spheres of the federated entities. [ABSTRACT FROM AUTHOR]

This article aims to discuss the encounters and tensions between Eurocentric education and antiracist education in the Brazilian educational context, in order to observe not only the scope of institutionalized racism, but also the practical and symbolic consequences of an educational action and discourse based on diverse processes of silencing and making racism itself invisible. [ABSTRACT FROM AUTHOR]

In the history of research on Brazilian education, several studies address the expansion of elementary education over the years in the country, in addition to the historical pedagogical context that permeated this process of expansion in the period between 1930 and 1985. The main objective of this article is to analyze the process of expansion of Brazilian Elementary Education, based on the Laws of Guidelines and Bases of National Education (GBNE) no. 4.024/61 and no. 5.692/71. The article concludes that the educational policy of the military dictatorship in Brazil after the 1960s was supported by these two laws, and that their main objective was to ensure the expansion of vacancies in elementary education, aiming at the minimum qualification for entry into the labour market, prioritising the quantity and not the quality of education. Public education materialized in the formation of human resources is considered a way to guarantee productivity; attending, on the one hand, to the demands of qualified labor for the capitalist market, and on the other hand, to the improvement of wages and the distribution of income to the elites.

This work promotes an initial analysis, about the teaching knowledge about LGBTphobia present within the public education system, carried out based on the data acquired through an online survey conducted in the second half of 2019 with teachers from the state schools of the São Paulo and which aimed to investigate the level of knowledge of these professionals about LGBTphobic bullying in the educational sphere of São Paulo. The methodological resources used in the data collection were of a quantitative nature and the phase of preparation of this article made use of the qualitative and bibliographic. As a result, it was concluded that LGBTs are the main target group of discrimination in public schools of the state of São Paulo, in addition to the little knowledge and skill of teachers on issues involving sexualities and prejudice in contemporary's Brazil. [ABSTRACT FROM AUTHOR]

Copyright of Revista HISTEDBR on-line is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos 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 Estilos da Clínica is the property of FEUSP - Faculdade de Educacao da USP - Universidade de Sao Paulo 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 presents the social meanings of formal education under a decolonial perspective based on the concept of coloniality of power, proposing an update to the concept for the Brazilian context. This implies thinking Brazilian education considering the racial issues as structing social inequalities since colonial times. Luso-Hispanic colonization, which was characterized by the exploitation and genocide of native people, the expropriation from their lands, and the kidnapping of Africans for slave work in those lands, can be considered as the main example of the distinctive marks that can distinguish the social meanings of Latin-American education from the European ones. This is due to the specific structuring factors to which different continents were submitted, leading to gaps on the social meanings of education when these are analyzed without considering those differences. We used a literature review methodology to conclude that, since colonial times, the separation between private and public school already pointed to a deeper social inequality, involving economic and racial issues. [ABSTRACT FROM AUTHOR]

The present article proposal brings an effort to mark the contribution of the educator Anísio Teixeira in the scenario of Brazilian education in the period between 1924 and 1964. As background, we will prioritize two moments in the life of the Brazilian educator Anísio Teixeira, the first one marked by the epistemological rupture with the Catholic Church until he departs from the Education Department of Rio de Janeiro; the second, after his return from Unesco, which culminated in the constitution of the University of Brasilia. In this sense the question that guides this activity is: What legacy for Brazilian education can we visualize in the life of Anísio Teixeira? For that, an analysis of the Anísio as a manager and reformer in the General Inspection of Teaching of Bahia in the 1920s, then, in 1932, in the Federal District highlighting his participation in the manifesto of 1932. And on his return education activities in the 1950s, with emphasis on the performance in Bahia and the constitution of the University of Brasília. It concludes in part, his struggle throughout life for education without moorings, privileges, and democracy. [ABSTRACT FROM AUTHOR]

Copyright of Muiraquitã: Revista de Letras e Humanidades is the property of Muiraquita 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 purpose of this study is to discuss the relationship between the planned (goals and strategies), in the light of the National Education Plans of Brazil (PNE 2001-2010; 2014-2024), the demands and needs of society, having as its transversal axis the democratization of access and the universalization of education for all, from the agenda of public policies for education. The study was conducted by a qualitative exploratory approach, using as sources some references from the specialized literature (FRIGOTTO, 2007; DIAS SOBRINHO, 2012; TEIXEIRA, 2002; TURRA, ENRICONE; SANT'ANNA, 1995; DOURADO, 2011; LIMA, 2009, 2010, 2013), as well as the documentary base pertinent to the two National Education Plans of Brazil (BRASIL, 2001, 2014), as well as data from INEP - National Institute for Pedagogical Studies Anísio Teixeira (2018) on dates covering the balance sheets of the PNE's. At the end of the study, there was a mismatch between expected goals, goals achieved (even partially, in the case of the second PNE still in force) and the non-coverage or compliance of requests demanded by Brazilian citizens. In the words of Dias Sobrinho (2012): “A society that cannot or does not want to extend the benefits of good quality education to all, in addition to being condemned to growing impoverishment in the highly competitive world system, is also a perverse society”; therefore, another logic focused on the democratization and validation of the social right of education without contingencies and deviations is needed. [ABSTRACT FROM AUTHOR]

Taking as object the religious education in public schools, the article seeks to make notes in the laws of guidelines and bases of national education, from Law No. 4024 to Law No. 9394, respectively of 1961 and 1996, taking into account that the last was amended in 1997 by Law No. 9475, as well as the clashes between religious and lay people that made up the scenario of drafting these laws. It is observed that the changes in religious education operated in accordance with the laws, but also in the forms of application of discipline in public schools, reflect the changes in catholic theology and thought during the twentieth century, since the Church Catholic was the great force of support of this discipline. It is observed that religious education in public schools results from an eagerness to legislate on matters of faith, of intimate forum, which results in external pressure to the school environment that tends to compromise the true purposes of school education: to guarantee individuals access to knowledge elaborated in a democratic environment and committed to respect for differences and freedoms of choice. [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.)

The round-table discussion transcribed here discusses generacional difference in what it touches upon the subjects of inheritances, debts and bets made by brazilian society and educational system in relation to future generations. A reflection on social inequality is assumed here, evidenced by the genocide and imprisonment of black and poor brazilian youth, for example. Based on these assumptions, the round-table debates de subject of transmission in public and private education; questions the responsibility of young and old in the construction of knowledge and society; and, among other things, discusses the affective nature of transmission as a means for the reformulation of educational practices, promoting the construction of the common, understood here as a coproduction of meaning. https://www.youtube.com/watch?v=qeAnafo8oUc

Copyright of Revista do Instituto de Políticas Públicas de Marília - RIPPMar is the property of Revista do Instituto de Politicas Publicas de Marilia 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.)

RESUMO: Este artigo analisa as mudanças da legislação educacional brasileira, desde a Assembleia Constituinte de 1987-1988, com foco no ensino religioso nas escolas públicas. Foi assinalada uma mudança do conflito principal (ensino laico versus ensino religioso) em proveito do conflito secundário (ensino religioso confessional versus interconfessional), protagonizado por setores da Igreja Católica. As recentes decisões político-jurídicas permitem prever o agravamento desse conflito: a confirmação da concordata entre o Brasil e o Vaticano, pelo Supremo Tribunal Federal, e a aprovação da Base Nacional Comum Curricular pelo Conselho Nacional de Educação, cada instância estatal apoiando as demandas de setores católicos rivais.

This paper is about the historiography of the Brazilian education starting with the consideration about the appearance and development of the field of history of education in Brazil covering five aspects: 1) preservation of the memory of the Brazilian education; 2) introduction of the subject History of Education in the curricula of the common schools and in the courses of pedagogy; 3) historiographic production about education; 4) organization of research groups in the history of education; 5) circulation of the production of the field of the history of Brazilian education covering the different forms of publicity consubstantiated in the different types of events and in the different types of publications in the area of history of education. Then, there is the consideration of the course of the historiography in the Brazilian education as a process of construction-deconstruction of the educational memory. Finally, in the last part, there is the critical appreciation of the historiography of the Brazilian education in the current situation.

This study aims to analyze the sustainability approach in the history of higher education in Brazil under the foundations of the theory of autopoietic systems. This is an exploratory qualitative, aimed at identifying the key phenomena that determine the trajectory and historical evolution of policies and strategies for higher education. With regard to the evolution of higher education, it can be verifie d that occurred so late, through the Universities for a broad regulatory process and several key events. The perspective of sustainability, especially Education for Sustainability, is in the process of evolution. As more significant results , evidence show s that Brazil has been a strong ally of the United Nations - UN , in seeking to strengthen strategies and actions for sustainability; important actor for the creation of certification standards such as ISO; insertion new policy evaluation and control in ed ucation by the Ministry of education - MEC (in the Portuguese acronym) and their counsel; creation of planning for educational institutions, called the Institutional Development Plan - IDP ; inclusion of environmental education in the curriculum guidelines of college - level courses between others, new processes and policies for the education qualification, new management models, especially for the operationalization of PDI in Higher Education Institutions ( HEI).

This article examines the relation between official policy on art education in Brazilian basic education and what is actually taught and done in public school teaching in Mato Grosso, Brazil. Making use of interpretative analysis, I directly observed art classes in schools selected in the state of Mato Grosso. I also analyzed the laws, guidelines, parameters, and other official documents related to art education in Brazilian primary and secondary schools and compared them to the observed practices in the selected schools. Specifically in Mato Grosso, there is a gap between the theoretical guidelines of these documents and what is taught and done in public schools. Conceptions of the discipline of art education in official documents are not in line with the practices of this discipline in the researched elementary schools, a discord that may contribute to art being misunderstood as a lesser discipline. Using the results of this research, I intend to seek effective ways to discuss the arts in the curriculum of primary and secondary schools and highlight their importance in school curricula. My objective is not only that these results benefit public schools by encouraging the expansion of concrete and effective public policies for the quality and improvement of primary and secondary school education and the training of arts teachers, but also that these results will assist researchers studying arts education by showing how to extend that study beyond the academic walls. [ABSTRACT FROM AUTHOR]

The goal of this article is to present the proposed theme guided within an interdisciplinary conception, explaining some of the issues of religious education in Brazilian education, referenced in the legal landmarks which discuss prejudices, prerogatives and impasses on this theme which, in current times, is presented as a deciding issue in the path for public schools with regard to religious education. Having as methodological support the review of literature, the legal landmarks which provide support for the Brazilian legislation and the proposal presented by the Fórum Nacional Permanente de Ensino Religioso (FONAPER) [Permanent National Forum of Religious Education] one concludes that Religious Education in Brazilian education, with all of its prerogative and impasses, still is motive for many discussions and controversies. The permanence of the discipline in the curriculum accentuates this polemic even more and references the whole weaving of the discussion presented in this study and leaves a call for new reflections. [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.)

It is almost a consensus among the Brazilians that, in order to solve the social issues, the education must be improved. Thus, the present study aimed to analyze the Brazilian key-thinkers on education. Rui Barbosa, Fernando de Azevedo, Anísio Teixeira, Cecília Meireles, and Paulo Freire were selected because they worked to develop some aspects of education: politics, educational system, philosophy of education, childhood education and pedagogical methods. These intellectuals fought against powerful societal forces, but they did not give up on transforming the Brazilian education, and, consequently, the Brazilian society. Therefore, they were selected to represent the Brazilian key-thinkers on education. [ABSTRACT FROM AUTHOR]