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The process of teacher reconversion is part of the neoliberal project, which is characterized by being a movement of political reformulations with the aim of adapting teachers to the new demands of the market. This study, anchored in documentary research, aims to comparatively analyze the Resolutions that establish the BNC-Initial Training (2019) and the BNC-Continuing Education (2020) with the National Curriculum Guidelines for Initial and Continuing Teacher Training (2015) for Basic Education teachers, in order to understand the implications of the teacher reconversion process present in these documents. The analyses indicate that the new CNE/CP Resolutions No. 2/2019 and No. 1/2020 are in line with the neoliberal project, which seeks the reconversion of teachers, influencing the standardization of a teaching profile and determining their pedagogical alignment to serve the interests of capital. [ABSTRACT FROM AUTHOR]

The following paper is part of a descriptive documentary review investigation that subscribes to the research seedbed "Siembra - pedagogía infantil SIPI", at the Faculty of Distance and Virtual Education of the Antonio José Camacho University Institution in Cali, Colombia, which focuses on the review of the conception of the curricular structure of physical education in Colombia, through the review of official documents from the year 2010 to 2022. For the development of the main objective, some of the main national references are identified, such as Law 115 of 1994 of Colombia, the Curricular Guidelines for Physical Education, Recreation and Sport in Colombia, proposed by the Ministry of Education of Colombia in 2002, and the Curricular Guidelines for physical education, recreation and sport in basic and secondary education, also proposed by the Ministry of Sports of Colombia in the year 2022, with the purpose of obtaining basic knowledge about the development of the concept of Physical Education as a school area, permiting the reinforcing the state of knowledge on the subject, of which its absence is notorious within the existing literature. The research is methodologically located within the interpretative paradigm, based on the application of the qualitative method of the author Rafael Bisquerra Alzina (2004), which allowed the analysis of the concept of Physical Education from the year 2010-2022 in the Colombian territory. [ABSTRACT FROM AUTHOR]

Copyright of Revista Eleuthera is the property of Universidad de Caldas 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 is part of studies carried out in a research project whose objective is to identify how the debate on the fundamentals of Social Work is carried out in Social Work qualification in Paraná. To this end, we carried out qualitative research through bibliographic and documentary reviews of the Course's Pedagogical Projects. At this time, the research was limited to approach aspects of the professional profile and mandatory curricular components, with emphasis on the subject of Historical and Theoretical-Methodological Foundations of Social Work. The research allowed us to verify that the PPCs of those mentioned components are aligned with the ABEPSS curricular guidelines and that, despite the efforts of UFAS to contemplate the contents proposed in the guidelines, the challenge of promoting the debate on the fundamentals through the articulation of the contents of the center's basis of the guidelines is permanent. [ABSTRACT FROM AUTHOR]

Copyright of Plumilla Educativa is the property of Revista Plumilla 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 Educación Física y Ciencia is the property of Universidad Nacional de La Plata 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 Trabalho & Educação is the property of Work & Education of the Graduate Program, Faculty of Education, Federal University of Minas Gerais 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 Economía del Caribe is the property of Fundacion Universidad del Norte 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.)

In this paper, teachers’ knowledge regarding statistical competences and curriculum documents, mobilized in the Collaborative Group for the Training of Teachers in Statistical Education (MoSaiCo Edu) is highlighted. Considering the Discourse of the collective subject technique, the audio transcription of seven group meetings was analyzed. As a result, one can describe signs of mobilization of professional teaching knowledge related to the insertion of statistics in documents and textbooks. This was noticeable with regard to learning and skills developed by students, with regard to statistical competences, such as educational goals and with regard to the specificities and importance of context and the conceptual and procedural domain of Statistics. In this way, spaces for collaborative work among teachers provide opportunities for sharing and building teaching practices and understanding, favoring the proposition of categories and the legitimization of a specific basis for professional practice and teaching of Statistics.

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.)

This article offers an account of the school contents (types and levels of organization) that underlie the curricular orientations issued by the Colombian Ministry of Education for the Natural Sciences area. This study was carried out in the Interinstitutional Doctorate in Education. This research is based on the qualitative approach from an interpretative perspective under the study case methodology. The Curricular Guidelines (Lineamientos Curriculares), the Core Competency Standards (Estándares Básicos de Competencias), and the Basic Learning Rights (Derechos Básicos del Aprendizaje) were examined, and a semi- structured interview was performed with one co-author of each orientation. All the data were examined through content analysis supported by the Atlas.ti software. Different types of conceptual, procedural, and attitudinal school contents stand out as results, and some articulations between said contents and the organization pro-posals are evidenced, such as the devising of levels of complexity and articulating axes. It is concluded that the types of school contents are directly related to a disciplinary point of view (instructional-scientist level), whereas, for the organization of such contents, a pedagogical construction and a particular didactic (integrative-transformative level) is proposed. [ABSTRACT FROM AUTHOR]

Copyright of Educação em Revista is the property of Educacao em Revista 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 study of pedagogical practices have allowed to contribute to the teachers’ improvement in the classroom by taking into account the guidelines proposed by the Ministry of Education. However, the reality in different because these improvement have remained in the theories and has not promoted a meaningful change in the way they act. This article is the result of an investigation which had as objective to analyze the pedagogical practices and affective domain on the teaching of mathematics in teachers of basic education, and in particular to investigate on the presence of the mathematical processes proposed by the Ministry of National Education of Colombia. The participants who were teachers of mathematics participated in semi-structured interview. These instruments were applied focused on the qualitative method and the hermeneutics such as research approach. For the analysis, the author applied the codification and Atlas.ti software such as technique in order to create reliability and validity in this paper. The instrument results were compared with the guidelines and mathematics curricular standards proposed by the Ministry of Education. Bearing in mind above, the researcher inferred that although the teachers used some information from the Ministry of Education, they might need to innovate the pedagogical practices taking into account the curriculum gave by the ministry

Copyright of Praxis Pedagogica is the property of Corporacion Universitaria Minuto de Dios 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.)

Social transformations oblige us to (re) think about education, to reframe pedagogical practices, creating learning situations consistent with the needs of today's world. Today, education is increasingly using technological devices as a means to improve the teaching-learning process, and to accompany this achievement, schools need not only material but also human apparatus. The teacher in this context is called upon to change his practices, to adhere to an era that requires competencies focused on the use of digital technologies. Thus, Brazilian education through public policies, wages a decades-long struggle to computerize schools and, consequently, to insert a professional with a degree in Computing in the educational context. For, the teaching of computing and informatics has been attributed to this professional. The Degree in Computing aims to train citizens to exercise both in corporations in the areas focused on computing and the pedagogical practice in educational environments. In this sense, this article aims to trace the implementation trajectory of the Computer Science Degree Courses in Brazil. The proposed approach was qualitative, through historical research. The text begins by inferring about the notoriety and importance of these courses for our time; second on the need for the training of this future teacher to be improved in practice through the implementation of innovative, linked methodologies such as the practice of solving problems in the daily life of schools; and third, the need to expand the field of employment for these teachers in the context of education networks. [ABSTRACT FROM AUTHOR]

This article aims at investigating how the professors of the Structuring Professoriate Group (NDE) of Language Teacher Education Undergraduate Courses of a public university respond to the interdisciplinarity discourse present in the National Curricular Guidelines. The empirical data were obtained through documental study and collective interview carried out with the professors who integrate the NDE. The research is guided by Bakhtinian assumptions, as well as other theoretical contributions raised to construct intelligibility on the data. It favors the debate around the initial training of language teachers along with refractions and revaluations of principle as well as guidelines of legal discourses related to the restructuring of courses. The dialogical analysis showed that clashes were present in the reformulation process of the Pedagogical Projects carried out at Language Teacher Education Undergraduate Courses and that, in the creation of the curricular proposal, the values of the voice of tradition prevailed. [ABSTRACT FROM AUTHOR]

This article focuses on the positions held by academic institutions (SBPJor, FNPJ and Compós) regarding the proposal of National Curricular Guidelines for Journalism Courses in 2009, and also addresses the background of this discussion process. It touches on aspects of the debate held at the end of the 1990s on curricular guidelines for So-cial Communication. The objective is to qualify education after the initial phase of minimum curricula. It analy-zes arguments around edu-cation and identity of cour-ses in this field, as well as underlying disputes that have resulted from this process. [ABSTRACT FROM AUTHOR]

This work purposes to identify the importance of Information Science in the training of museologists from an interdisciplinary perspective, focusing on the analysis of the curricular guidelines of the fourteen undergraduate courses in Museology in Brazil. As specific objectives, we sought to identify the disciplines related to Information Science taught in the undergraduate courses of Museology in Brazil and to analyze the contribution of the disciplines of Information Science in the development of museological thought. As theoretical reference, theorists of Museology, Information Science and authors who discuss the interdisciplinarity between the areas are presented. The methodology used consisted in making a bibliographical survey according to the theoretically employed themes and the tabulation of the courses and disciplines for analysis. The results show that Information Science, within the museology courses, is linked to both collections research, in which the museological object as an information agent, and the construction of meanings in the process of communication in museums. In the course of the research, it was possible to verify that in all the courses there are disciplines that strengthen the interdisciplinarity in different instances, be they theoretical or practical, focusing on specific lines of research, especially in the organization and the transference of the information. [ABSTRACT FROM AUTHOR]

This article aims to analyze the reactions-responses of professors who belong to a Structuring Professoriate Group (Núcleo Docente Estruturante - NDE in its Portuguese acronym) from the Language Teacher Education Undergraduate Programs in a public university to the curricular flexibility discourse in official documents with powers to regulate teacher training courses. From the perspective of Bakhtin and the Circle's Dialogical Discourse Analysis/Theory studies, it examines the National Education Board reports which present and underpin the National Curricular Guidelines for the Language Teacher Education Undergraduate programs and Teacher Training. It also has analyzed the NDE's professors' utterances, produced during the Language Teacher Education Undergraduate Programs, discussing the perspectives that are presented for teacher training from the flexibility concept. The dialogical analysis shows that the curricular flexibility ideology has not effectively consolidated in an effective way in the research subjects' utterances. [ABSTRACT FROM AUTHOR]

Based on a research carried out with the Journalism courses of Curitiba and Ponta Grossa in Paraná on the treatment of gender issues in vocational training, the article discusses gender theme based on the New Curriculum Guidelines of 2013, which guide the pedagogical projects of the institutions. A description of teaching, research and extension practices, resulting from questionnaires applied with coordinators and teachers of courses from seven institutions (Federal University of Paraná, Positivo University, OPET Educational Group, Pontifical Catholic University of Paraná, University Center Autonomous of Brazil, Ponta Grossa State University and Secal Colleges), is presented with the intention of highlighting the importance of the theme in journalism training. [ABSTRACT FROM AUTHOR]

How has the construction of educational reforms and curricular guidelines been taken into account, admitting the relationship between education and work as schooling has been adopted as a central element in public policies that envisage the social insertion of young people? Based on this guiding question, the objective of this study is to deepen the conceptions of the reforms of secondary education articulated or not to the professionalization of young people. From a bibliographical and documentary research, the dualism between propaedeutic and vocational education is verified, and this duality has not been overcome, which has defined the identity of secondary education and its limits as a possibility of schooling and professionalization of young people. It can be understood that changes in educational legislation in recent years have been to fulfill quantitative and economic formalities without the satisfactory challenges of promoting the emancipation of the youth through education satisfactorily. One revealing aspect of this process is the permanence of educational reforms that prioritize the search for a rapid insertion in the labor market without this insertion becoming better levels of schooling of the young. [ABSTRACT FROM AUTHOR]

This work aims to reflect on the curriculum as an ideological and conceptual instrument of knowledge formation, based on the importance of the curriculum of Geography and its importance in school, by making considerations about which conceptions of discipline develop to think a worldview and critical thinking in students. Thus, from the Curriculum Guidelines of Geography of the Municipal Department of Education of Rio de Janeiro analyze the role of the discipline, starting from the use of Educopédia, an online platform organized from disciplines by series with content and support materials for teachers. As results, it is analyzed that the Curricular Guidelines are constructed from a traditional curricular theory, characterized by a competency curricular organization in which the discipline still shows itself in the traditional way of the geographical knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Contrapontos is the property of Universidade do Vale do Itajai 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.)

Using computer-assisted qualitative data analysis, researchers analyzed the mission statements of schools that house nonprofit management programs associated with the Nonprofit Academic Centers Council (NACC). They analyzed mission statements as an aggregate and by location. When comparing keywords in the schools' mission statements to keywords in the NACC guidelines, they found that arts, science, and humanities schools' mission statements shared only one keyword with NACC Curricular Guidelines: society. Business schools' mission statements also shared only one common word with NACC Curricular Guidelines: management. However, public administration mission statements had three words in common with the NACC Curricular Guidelines: (1) nonprofit, (2) public, and (3) effective. The researchers conclude that there is little connection between nonprofit management programs and the mission statements of their schools. Nonprofit programs may be lost in their schools and could benefit from accreditation to ensure their integrity. This is important information for the best place debate and the accreditation debate for nonprofit management education programs. [ABSTRACT FROM AUTHOR]

Based on bibliographical sources and authorial references, this article has as purpose to gather reflections about the main characteristics of the contemporary society and their implications on the teaching and the formation in Public Relations. It analyzes the digital communication and the challenges for the formation and the professional practice. It presents a brief report on the National Guidelines of the Degree Course of Public Relations in Brazil. And, finally it highlights the need of an including and integrated formation of professionals that will act in the field of the communication in the organizations and in the building of relationships with the public opinion and the society. [ABSTRACT FROM AUTHOR]

This paper aims to understand how the humanistic foundation, expressed in axis 1 of the national curricular guidelines for the undergraduate Journalism course, is contemplated in the curricular structure of the Universidade do Vale do Rio dos Sinos, in Brazil. We work with the concept of humanism in Said (2007) and the humanistic definition contemplated in axis 1 of the guidelines, drawing from this relation three categories of analysis, which served as the basis for the selection and interpretation of the nomenclatures and menus of the disciplines. It was possible to identify eleven disciplines that contemplate aspects of humanism among the 45 of the curricular structure. Although theme of humanism in the curricular guidelines is contemplated in a axis, it is transversal and appears in disciplines of other axes of the guidelines. [ABSTRACT FROM AUTHOR]

The present text introduces a reflection on the new challenges for the Teacher Training for Basic Education through the policies in definition established by the National Curricular Guidelines for the initial and continued training of teachers of the basic education teaching profession, documented in the guidelines of Opinion CNE/CP nº2/2015 and regulated by Resolution CNE/CP nº 2/2015. It is the purpose of the text to present the impact on the curricular organization of undergraduate courses from these guidelines, as well as the articulation between the teacher training institutions and the Basic Education. The methodological guidance was made through bibliographical and documentary research. The study indicates the new ways and possible impacts of the policy of teacher training in Brazil, government actions in this area and the interfaces with other dimensions of educational policies in the current context. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ibero-Americana de Ciências Ambientais is the property of CBPC - Companhia Brasileira de Producao Cientifica 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 papper discusses the National Curricular Guidelines for the Pedagogy course from the results of a research that analyzed the curriculum of the Pedagogy course of the Federal University of Rio Grande - FURG after the implementation of the guidelines. The study was in the field of qualitative research and had as methodological paths the bibliographic research, the documentary analysis and the application of questionnaires with the students of the fourth year. The aim was to understand the main changes in the curricular organization of the FURG Pedagogy course, as well as the students' perceptions about the new curricular organization and its effects on the pedagogical formation. After analyzing the data, it was possible to perceive that the course of Pedagogy assumed a generalist character, not being able to deepen knowledge mainly in the field of research, management and special education, since the training for teaching in Early Childhood Education and in the early years stands out in the curriculum. It was understood that the guidelines meet the demands of international policies and that seek the formation of flexible and multipurpose professionals, focused on the interests of the production of goods and services, producing a greater "employability". [ABSTRACT FROM AUTHOR]

O propósito deste trabalho é oferecer um lastro compreensivo sobre a gênese da hegemonia da prática no espectro da globalização da educação superior, contribuindo para a compreensão de alguns elementos implicados no estado atual desse cenário no Brasil e no mundo. Recupera o contexto da sociedade do conhecimento e analisa os movimentos de constituição do espaço europeu de educação superior a partir das conferências da Unesco e do Pacto de Bolonha, chegando a sugerir efeitos sobre as Diretrizes Curriculares Nacionais dos cursos de graduação, no Brasil. De maneira bastante ampla, o contexto da prática é explorado no âmbito da transição da sociedade da informação para a sociedade do conhecimento, associada às ideias do ensino por competências e aprendizagem ao longo da vida. Pretendese que este ensaio, longe de ser exaustivo, opere como um subsídio de análise do atual panorama da educação superior. O presente estudo inscreve-se no âmbito de pesquisa financiada pelo CNPq com Bolsa de Produtividade.The purpose of this paper is to offer a comprehensive ballast about the genesis of practice hegemony in the spectrum of higher education globalization, contributing to the understanding of some elements involved in the current state of this scenario in Brazil and worldwide. Retrieves the context of the knowledge society and analyzes the movements of constitution of the European Space for Higher Education from UNESCO and the Pact of Bologna, getting to indicate effects on the National Curriculum Guidelines for Undergraduate Courses in Brazil. Quite broadly, the context of practice is explored in the entourage of transition from information society to knowledge society, linked to ideas of teaching for skills and lifelong learning. It is intended that this text is far from exhaustive, it operates as a grant of review of the current landscape of higher education. This study falls within the scope of research funded by CNPq Productivity with Exchange.

In Western educational systems, the question “Why study literature in school?” has been raised in connection with the theoretical development often summarized as “the cultural turn.” The author strives to contribute to this discussion by examining the development of educational discourse in Russia. During the Soviet period, literature was – together with history – the subject most heavily influenced by the dogmas of Soviet state ideology. As such, literature enjoyed great prestige and was a compulsory and separate subject from the fifth to the eleventh school years. Since 1991, the educational system has undergone radical reform, but the number of hours devoted to literature has not changed significantly. This would suggest that literature still is perceived as an important means of incorporating children into the national and political community. The target of this study is to identify authorities’ specific aims in devoting so much time to literature in school, as well as to elucidate in what way literature is to achieve these aims. Russian guidelines for the development of literature curricula published in the years 1991–2010 are examined to see just how literature is legitimated as a secondary school subject. Based on this material, the author draws conclusions about the rhetorical practices and ideological development of curricular discourse, its relationship to Soviet educational thought and the extent to which the cultural turn has influenced this sphere.

Este artigo aborda as discussões e embates acerca da definição das diretrizes curriculares para o Curso de Pedagogia, ocorridos após a aprovação da Lei de Diretrizes e Bases da Educação Nacional de 1996. Focaliza o processo de mobilização e resistência das entidades do campo educacional no sentido de assegurar a docência como base para esse curso e a superação da dicotomia entre licenciatura e bacharelado no seu interior. A análise aponta como cerne do embate a contraposição ao modelo de formação dos Institutos Superiores de Educação e de Cursos Normais Superiores, veiculado pela reforma educacional da década de 1990, o qual se insere em um contexto de políticas neoliberais. Indica ainda que a recente aprovação de diretrizes curriculares para o Curso de Pedagogia (Parecer CNE/CP 5/2005 e Resolução CNE/CP 1/2006) e sua definição como uma licenciatura que forma unificadamente o professor para a educação infantil e anos iniciais do ensino fundamental, constitui uma solução negociada entre as entidades e o Conselho Nacional de Educação.This article addresses the discussions about the definition of curricular guidelines for the Pedagogy Course, as well as the oppositions to them, which occurred after the passage of the National Educational Guidelines and Framework Law of 1996. It focuses the process of mobilization and resistance of the institutions in the educational area in order to ensure teaching as the basis for this course and the overcoming of the dichotomy between teacher certification (licenciatura) and bachelor degree in its interior. The analysis indicates that the central issue is the opposition to the education model of Higher Education Institutes and Higher Basic Education Teacher Education Programs, created by the education reform in the 1990s, which is inserted in a context of neoliberal policies. It also shows that the recent passage of the curricular guidelines for the Pedagogy Course (Official Opinion CNE/CP 5/2005 and Resolution CNE/CP 1/2006) and its definition as a teacher education program that educates the teacher both for the pre-primary school and for the initial grades of primary school, is a solution negotiated between the institutions and the National Council of Education.

The undergraduate courses in Journalism go through significant changes, especially in recent years. Among them is the implementation of the new curricular guidelines for higher education, going through the debates around the characteristics of the laboratory newspapers. There is a process of readjustment of the offer of higher courses, partly due to the lack of obligatory graduation for the exercise of the profession. Another aspect is that due to the decline in circulation of printed newspapers in several countries and especially in Brazil, there has been a growing debate on the need for printed laboratory materials. The text proposal presents a map/survey, accompanied by reflection on the situation in Paraná from two indicators: how many and which journalism courses are in operation; and the existence or absence of a printed laboratory-journal. The perception is that graduations are decreasing the supply of printed laboratories newspapers. [ABSTRACT FROM AUTHOR]