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This article sought to understand the teaching praxis given the need to implement and build an integrated curriculum at a school in the city of Sapeaçu-BA. To do so, it was based on collaborative research, using as instruments the talking circle and document analysis, complementary devices to think over the curricular documents that guide the Integrated High School in the state network, as well as its implementation. The results reveal that there is a tension/dispute over the construction of the curriculum, from which sometimes the Common Core curriculum stands out, and sometimes the technical training does so, demonstrating that there is a path to be treaded towards training that understands knowledge in a whole and complementary way, even if the separation between subjects or fields of knowledge is necessary at a given moment. Moreover, discussions point to a mismatch between the conception of Integrated High School and the curriculum standards that direct teaching labor in the network. [ABSTRACT FROM AUTHOR]

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This text presents one of the chapters of the master degree dissertation in regional development and environment which study aimed to analyze the teaching practice in Environmental Education (EE) in the final years of the Education of Young and Adults (EYA). For that, the research was developed from a qualitative approach that happened in two moments: interviews with the teachers in the Class I School - Carneiro Ribeiro Educational Center (CECR) and the reading of the Politic-Pedagogical Project (PPP) of said Center. The result of this study was to contribute through the inclusion of an annex to the PPP of CECR Salvador, State of Bahia, to insert EE and Health in the subjects of the EYA curriculum and presented as proposal the implementation of the environmental education observatory nucleus or referred center. [ABSTRACT FROM AUTHOR]

In this article we discuss continuing teacher education in the context of the demands related to the online education resulting from the social isolation imposed by the Covid-19 pandemic. The study aims to analyze the perception of the participants of the extension course Google Classroom for Teachers, from the Federal University of Bahia's Reconcavo, seeking to reflect on the context of the schooling education in the face of the pandemic challenges, as well as those related to teachers education for digital technologies. This is a research with a qualitative approach, by using a case study method, carrying out the description of the satisfaction assessment questionnaire completed by 413 course participants. We conclude that continuing teacher education programs in digital technologies need to promote critical reflection, through pedagogical dialogue and technological appropriation, making it possible to work with emerging technologies and, above all, promoting student learning and emancipation in these pandemic times. [ABSTRACT FROM AUTHOR]