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This paper presents findings from an extensive study conducted in Brazil. The main subjects of the study were Bulgarian children living and studying in Brazilian schools. The main goal was to indicate what kind of problems and obstacles they experience during the school time in Brazil and how the Brazilian government and people support these Bulgarian children. The data was collected by a Bulgarian research team that travelled to the remote regions of Brazil where many Bulgarian citizens live and work. The researchers took interviews with the Bulgarian children and their parents as well as school staff at the schools in Brazil with a high population of Bulgarian children. The analysis revealed many different problems that Bulgarian children and their parents highlighted, such as problems with the language of instructions, misunderstandings of school rules and general problems related to living in the remote areas of Brazil, such as weather and heat-related issues. Although many Bulgarian families reported some problems, they were still determined to continue their life and career in Brazil, and they want to continue to pursue their dreams.

Schools with multigrade classrooms are distinguished by the gathering of pupils from different grades in a single classroom, simultaneously, being taught by the same teacher. In order to develop a historiographical analysis of the appearance and formation of such schools in Brazilian educational system, the purpose of this work is to investigate how multigrade organization in schools arose in the history of Brazilian education. To this end, we have resorted to bibliographical research based on the studies of such authors as Faria Filho and Vidal (2000); Saviani (2002; 2013); Santos and Moura (2010); Viega and Galvão (2012). These studies showed that multigrade organization in schools dates back to the period of the suppression of the Jesuits in 1759, with the introduction of the royal classes created by the General Education Law of 1827, which adopted the mutual method. According to our analysis, that model had the potential to guarantee available education for several generations in Brazilian society. [ABSTRACT FROM AUTHOR]

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.

The present paper aims to analyze the trajectory of the Walt Whitman Rostow's modernization theory (1960), the theoretical foundation of the Alliance for Progress, as well as the unfolding of this theory in what Afonso [1] names as the Evaluative State in education. This paper draws upon the works of Afonso [1]; Dale [12]; Gaio [9]; Latham [4]; Loureiro [6]; Neto [11]; Rabe [13]; Ribeiro [7]; Romanelli [8]; Saviani [10] and the official documents of the American government [2]. The literature review and the documental research demonstrate that there is a close tie between the modernization theory's core values and the current international standardized tests, such as the PISA (OECD Program for International Student Assessment), which aim to rank and classify the countries' educational systems according to universal values.

The text seeks to discuss the impacts of the COVID-19 pandemic on the educational sector considering the rise and expansive of a learning-market. The spread of contagion directly affected educational systems across the globe. Remote education emerges as a solution by governments to reduce the consequences of the suspension of classes. The use of these resources in a centralized way expresses the interests of the learning market, since the financialization of education is deepened by the purchase of packages from EdTech companies by the public sector. It appears that business sectors linked to some spheres of education, especially distance education through the sale of technological resources and with the work of EdTech seek to influence the learning-market in an opportunistic way and without considering the future of state public education and students from popular layers.

This article shows the intersections of right-wing conservative discourse and evangelical religious proselytism in shaping right-wing populist discourse in Brazil and its implications on the education policy in the last decade. Since re-democratisation in the 1980s, the policy path sought to guarantee progressive and inclusive public education, which became under threat due to the escalation of right-wing populist activism. In the last few years, the 'No Party School Movement' (NPSM) and the 'Evangelical Parliamentary Front' (EPF) established a tactical alliance. Affiliated members have been trying to pass various bills in different states and cities, stating that educators should not rely on ideological, political and partisan views, and should respect the 'traditional values' of families. Othering was a fundamental articulating mechanism of right-wing populist movements and politicians' actions to forge a discourse that attacks Paulo Freire's pedagogy, gender ideology and ancestral African religions. Through the analysis of different types of data, this interpretative case study deepens our understanding of the importance of right-wing discourse in forging influential political alliances influencing education public policy in Brazil. Understanding how right-wing populist activism creates enemies through othering educators, women, LGBT and black people is essential to analyse its influence on recent policy changes.

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

With the COVID-19 pandemic, physical distancing strategies entered the list of recommended non-pharmaceutical measures to inhibit the spread of the virus. In educational institutions, these measures resulted in the suspension of face-to-face classes, a process known as school closures. However, states with less capacity to face the consequences of the pandemic ended up transfiguring this transitional measure into a permanent condition, exacerbating existing educational inequalities. This was the case in Brazil, which, during a crisis of the federal pact, triggered fragmented and uncoordinated remote teaching programs. It is precisely to Brazil that this article refers, which characterizes the response time to the closure of schools in the federal education network, in the form of the Federal Institutes of Education, Science and Technology (Institutos Federais de Educação, Ciência e Tecnologia), in comparison with the state network. This is an exploratory and descriptive study that uses quantitative and qualitative methods, based on document analysis. It examines the interval between school closures, the disclosure of a contingency plan, the implementation of remote teaching, and the return to face-to-face activities. It finds that, on average, the Institutes took 114 days to publish a contingency plan, in contrast to 34 days for state networks. The article posits the hypothesis that such differences are related to the autonomy of the Institutes in relation to the federal government and the polarization that resulted from president Bolsonaro’s administration, aggravated by his denialist stance.

This study investigates the protest movements of education workers in Brazil, highlighting the importance of these initiatives for improving the educational system. Despite being often marginalized by stereotypes that aim to maintain the neoliberal status quo, these movements play a crucial role in the fight for rights and better working conditions. The research focuses on the origins of associations and trade unionism, with a concise analysis of the National Confederation of Education Workers (CNTE) and the National Confederation of Workers in Educational Establishments (CONTEE). To provide a comprehensive view, we use the Geographic Information System (GIS) QGIS to cartographically represent the presence and activities of these entities, overcoming the limitations of traditional hegemonic representations. Data collection was carried out using microdata from the Ministry of Labor and Employment (MTE), documentary analysis of the entities' statutes, and review of theses, dissertations and academic articles, highlighting the need for on-site research on CONTEE. The manuscript also addresses the historical context of the birth of associations and unions, from the end of the 19th century, through the civil-military dictatorship, until the achievement of rights established by the 1988 Constitution. The analysis reveals how resistance during the dictatorial regime was fundamental for the redemocratization and consolidation of trade unions. By exploring the relationship between Geography and trade union movements, this work highlights the social construction of space and its implications for power dynamics and class relations in the educational system. The interaction between geography and history is emphasized, providing a deeper understanding of the processes of organization and action of education workers and their impacts on the social and educational space. [ABSTRACT FROM AUTHOR]

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, paraphrasing the title of a beautiful novel by Pepetela, The savannah and the stepp?, addresses the literary work of this great Angolan writer, as well as that of two other novelists, also from Africa: Agualuza, from Angola, and Mia Couto, from Mozambique. The work establishes a deep connection between art and education, especially between literature and education, analyzing the contemporary novelistic production of African authors, highlighting those who, in one way or another, were influenced by great Brazilian writers. In this sense, knowledge of this literature contributes to compliance with Law No. 10.639/2003, which establishes the mandatory teaching of African culture and history in Brazilian Basic Education. [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.)

In Cultural Studies applied to literature, we identify the context of the time of the narrative discourse, the resignified mythology, as well as historical, social and cultural debates about the fictional process. In this literary way of thought, we elicit literature for discussion and understanding of the reality presented, in the sense of dialogue with critical, romantic and/or realistic debates. Therefore, we display, under the light of the importance of literature and the interpretative bias of the book O Uraguai: an epic poem that brings along the history of a war period, revealing to us ideological traits of the author who, despite being a Jesuit, highlights, in his work, the portuguese Marquês de Pombal, who takes part in the fight against indigenous people and Jesuits. The territorial dispute and the colonialism represented in the work are still present today, leading us to the conclusion that discussions on these subjects need to be expanded, so that we could reach the school environment, since the chronologies pointed out in the aforementioned poem are extremely current, even though the history of the indigenous people Caçambo and Lindoya, in opposition to the Jesuit Balda are adapted to the Brazilian reality of the 18th century. [ABSTRACT FROM AUTHOR]

Theories of curriculum incorporate the educational policies, which are recontextualized in hybrid forms. This article aims to analyze how theories of curriculum are disseminated in Brazilian educational documents, more specifically, in the Brazilian National Common Core Curriculum (Base Nacional Comum Curricular - BNCC) and in the State of Bahia Reference Curriculum Document (Documento Curricular Referencial da Bahia - DCRB). Hence, the Policy Cycle approach by Stephen Ball and collaborators was used as a method of analysis of the aforementioned policies. Thus, it was possible to discern the influences of the three theories of curriculum (traditional, critical and post-critical) in the texts of educational documents, which advise the production of school curriculum. The results show a tendency for BNCC to be based on traditional theory and, sometimes, on critical theory; while the DCRB has a curricular perspective more focused on critical and post-critical theories. It is important to consider that the DCRB is a secondary text of the BNCC; even so, it presents some elements that diverge from the national policy. [ABSTRACT FROM AUTHOR]

Almost all quantitative studies in educational assessment, evaluation and educational research are based on incomplete data sets, which have been a problem for years without a single solution. The use of big identifiable data poses new challenges in dealing with missing values. In the first part of this paper, we present the state-of-art of the topic in the Brazilian education scientific literature, and how researchers have dealt with missing data since the turn of the century. Next, we use open access software to analyze real-world data, the 2017 Prova Brasil , for several federation units to document how the naïve assumption of missing completely at random may substantially affect statistical conclusions, researcher interpretations, and subsequent implications for policy and practice. We conclude with straightforward suggestions for any education researcher on applying R routines to conduct the hypotheses test of missing completely at random and, if the null hypothesis is rejected, then how to implement the multiple imputation, which appears to be one of the most appropriate methods for handling missing data.

O objetivo deste artigo é realizar o resgate e a reflexão das bases psicológicas da educação brasileira e da formação docente no capitalismo contemporâneo, tendo em vista que o apanhado histórico concernente à psicologia em sua démarche como ciência é de suma importância para compreender o papel da psicologia na educação. Para tal intento, nos apoiamos na onto-crítica-marxiana, referencial que nos permite desvelar as contradições e os determinantes do real. Os procedimentos metodológicos adotados estão pautados na pesquisa bibliográfica e documental. Observou-se que a institucionalização do saber psicológico na educação, como ferramenta de construção da subjetividade dos indivíduos, pretende postular-se como um saber neutro, porém, devemos ter ciência que nossas práticas sociais não são neutras, e sim, contraditórias, repletas de ideologias norteadoras das práxis educacionais. Reconhecemos que tanto a psicologia quanto a educação hegemônica atuam como instrumentos de reforma, contrários a prática revolucionária, única ferramenta real de transformação social. Abstract: The objective of this article is to rescue and reflect on the psychological bases of Brazilian education and teacher education in contemporary capitalism, considering that the historical background concerning psychology in its démarche as a science is of paramount importance to understand the role of psychology On education. For this purpose, we rely on the Marxian onto-criticism, a reference that allows us to unveil the contradictions and determinants of the real. The methodological procedures adopted are based on bibliographic and documentary research. It was observed that the institutionalization of psychological knowledge in education, as a tool to construct the subjectivity of individuals, intends to postulate itself as a neutral knowledge, however, we must be aware that our social practices are not neutral, but, contradictory, full of guiding ideologies of educational praxis. We recognize that both psychology and hegemonic education act as instruments of reform, contrary to revolutionary practice, the only real tool of social transformation.

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.

As a strategy to develop education for productivity, to legitimize the most recent configuration of capitalism, to guarantee the position of the hegemonic-ruling class and to promote the pedagogical market, business groups have organized movements that have assumed a leading role in the definition of educational public policies. When composing a third sector, they develop partnerships that leave the borders between public and private thinner and assume certain functions of the State. This performance maintains organic relations with international companies through policy networks. The aim of this study was to analyze the incidence of the third sector, public-private relations and policy networks in the Brazilian public education. Through the theoretical-documental study, with a quantitative and qualitative approach, the All for Education and the Base Movement were cut out. Analyses show that these movements have marked the transposition of the ideals and actions of the business community to public education, legitimized by partnerships with institutions, governments and the State. Focusing on educational policies, they act as mechanisms for privatization and increased profits, reorienting educational management. The importance of movements and associations for the defense of secular, public and socio-political education endorsed is underlined to challenge and restrain public-private actions in the definition of public educational policies.

This text brings an interview with Professor PhD. Eduardo Fleury Mortimer during the event "Jornadas da Educação em Ciências e Matemática", held in 2017 by the Graduate Program in Scientific, Educational and Technological Training of the Federal Technological University of Paraná. In this interview Professor Mortimer discusses his career as a researcher in the teaching of chemistry, the changes in the teaching of chemistry throughout the history of Brazilian education. The interviewee also talks about the expectations for the teaching of chemistry and Brazilian education.

In federations and other regionalised arrangements, the search for co-operation may lead to a hierarchical alignment where the centre concentrates policy decision-making power. The use of conditional grants to build this kind of co-ordination can disguise its rather coercive character when opt-out clauses are counteracted by fiscal constraints that virtually force subnational adherence. Previous accounts on recentralisation in Latin America have overlooked this feature, particularly by mistakenly identifying the transfer of fiscal resources and responsibilities with authority over policies. The article adopts a configurational approach, focused on mechanisms, to reassess two Brazilian programmes redesigned in the 1990s and 2000s – the Fundamental Education Fund (Fundef) and the Basic Health Care Programme ( Programa de Atenção Básica , PAB). Our evidence shows that both reforms followed hierarchical paths and received massive adherence of municipalities. We discuss how this kind of coercion in disguise is especially concerning in settings where some retrenchment of social expenditure is expected.

O presente artigo, oriundo de uma pesquisa bibliográfica de natureza exploratória com abordagem qualitativa, apresenta o conceito de “progresso” em seus diversos significados, apresentados com semblantes e aparências, movidos pelo questionamento de como esse “progresso” se apresentou na educação brasileira em seu período formativo. Sendo assim, analisa-se o conceito de “progresso” para desvelar as suas mais diversas facetas ao longo da história, com ênfase especial na escola positivista de Comte, que foi muito infl uente no Brasil e cujo pensamento deu fundamento à noção de ordem e progresso que deveria guiar as instituições de ensino no País segundo seus seguidores. Aponta-se então quais foram as bases intelectuais, de acentuado caráter positivista, sobre as quais se construiu a educação no Brasil. Na sequência, aborda-se a perspectiva crítica de Adorno sobre o “progresso”, o que nos permite apresentar a historicidade do conceito e ver de que maneira ele está indissociavelmente atrelado às próprias relações de poder que fundamentaram a sua difusão progressiva nos séculos XVIII e XIX.

The purpose of this research is to determine Brazilians' leisure education level (LEL) and which variables have an effect on it. The Leisure Education Scale – LES was used as a data collection tool following validity and reliability examinations. With a convenience sampling method, this study involved 2630 participants, including employees and students in the Brazilian education system. Data were analysed using Multivariate Analysis of Variance. Results showed statistically significant differences in terms of gender, age and occupation, but only the occupation variable influenced the Leisure Education (LE) total score. In addition, some interactions between variables present significant differences in the awareness dimension. Although it is not generalisable to all LE dimensions, we concluded that in the dimensions where significant differences are observed, women have higher LE scores than men, teachers have higher LE scores than administrative staff and students, and individuals in the 14–17 age group have lower LE scores than other ages. The implications of these findings for public policies for the promotion of LE among Brazilians are discussed. Since few researchers have examined LEL in Brazil, this study presents a valuable contribution to the scientific literature on this subject. [ABSTRACT FROM AUTHOR]