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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.)

This article, of a bibliographic nature, discusses public educational policies for Secondary Education, more specifically about the current reform of this level of education, with regard to Law No. 13,415, of February 16, 2017. This discussion is focused on the concerning professional education and its possible implications for society, more specifically with the children of the working class. The paper presents how vocational education, in conjunction with secondary education, emerged in Brazil as a public policy for education in the 1970s and outlines the process of changes in relation to vocational education to the present day. It exposes the need to maintain poverty and the dominance of the bourgeois class (owner of capital) over the working class (owner of the labor force), as a means of sustaining capitalist society. It presents possible interests in relation to the establishment of vocational high school in today's society. [ABSTRACT FROM AUTHOR]

This research aimed to analyze, through interventions, creative pedagogical practices in the exercise of physical education in a public school in Goiânia-GO, identifying and sharing the lived experiences, contributing to the transformation of school education, professors, students, parents and team. The used methods had qualitative character and methodological support to the bibliographical, documentary and exploratory research. In the first chapter, a theoretical framework was built on the creative school and its pedagogical practices, transdisciplinarity at the service of school physical education and a brief summary of the history of education. In the second is explained about the used methodology and in the third is made an analysis of the obtained data. It is concluded that the pedagogical practices of the researched school are not creative, as they do not contemplate the principles of the creative school model, but that the dialogues and the experiences lived during the process were of great value to those who got involved or participated, directly or indirectly, of the construction of this project. [ABSTRACT FROM AUTHOR]

The present study is a critical analysis of school education in the society of the capital, highlighting that it is in the service of capitalist ideology to deny the knowledge systematized built cultural and historically to working class, thus contributing to social conservation and also for maintaining the status quo. This essay also reflects the importance of the school to be rethought by the teacher, pointing out that the school has a unique social contribution which allows the process of humanization, that is, for knowledge democratization, allowing that built contents and knowledge reach the working class. It is also themed about teacher performance, as an agent of social change that helps in the process of socialization of knowledge. Moreover, the work exemplifies and analyzes the language teaching at the school in the critical perspective and of social change, emphasizing the contextualization with the student's life and reality, and without neglecting the historical, social and cultural contexts, which it will enable the language teaching with meaning and significance. For the construction of this theoretical essay, Gramsci's ideas (2001), Bourdieu (1998), Mészáros (2005) and Saviani (2003) (2008) were important to the discussion regarding the school in relation to the dominant capitalist ideology. And, readings of Stubbs (2002) and Bourdieu (1998) allowed dialogue about the language teaching in a critical perspective, focused on social transformation. [ABSTRACT FROM AUTHOR]

This short essay aims to present ideas and reflections on title question of this paper: Why a creative school? The very style reserve flexibility in the organization of the ideas, because it is the defense of a personal and subjective point ofview on the subject of Creative Schools, which I am pleased to investigate and relate to various creative experiences and different from each other, a movement of re-enchant instructions and consequently re-enchant learning. We have the theoretical contribution of authors such as Ilya Prigogine, Edgar Morin, Maria Cândida Moraes, João Henrique Suanno, Carl Rogers, Basarab Nicolescu and several others Who embody the lucubrations placed here. There is no intention here of evidence of what was said, but to incite further reflections from the subject generates, today, an idea of transformation of education, as in this case, the transformation ofthe school as a developer of its own potential creative, as well as their students. So to start this dialogue, I try to answer the many questions that arise me about the original question. And so follows. [ABSTRACT FROM AUTHOR]

Copyright of Revista Movimenta is the property of Universidade Estadual de Goias 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.)