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O texto apresenta uma discussão sobre os fenômenos da Internacionalização na Educação Superior, a partir de revisão bibliográfica em periódicos da área de educação e relato de experiência de mobilidade acadêmica internacional, realizado na Colômbia, na Universidade “Y”[1]. A mobilidade discente foi oportunizada por meio do edital de seleção interna do Programa de Pós-Graduação “Z”, da Universidade “X”, Brasil. O intercâmbio teve a duração de um mês e foi realizado no primeiro ano do mestrado. A vivência dessa mobilidade possibilita a articulação com o problema de pesquisa da mestranda, a saber, “o que é isso que se mostra de Educação Ambiental crítica e transformadora nas escolas da educação básica?” - para com outro lugar socioespacial, oportunizando adensar a discussão dos aspectos intrínsecos à pesquisa. Como modo de re(significar) a experiência se aposta no diário de registros, que evidencia que para além da academia, a mobilidade promove a formação pessoal. Espera-se, a partir do texto, estimular e intensificar a mobilidade internacional, especialmente na graduação e na Pós-Graduação.

This article aims to present very young children’s actions and learning interests, articulating them to the possibility of promoting child participation in everyday school planning and organization. The theoretical support, which grounds this investigation, is composed of discussions about child participation in the field of Childhood Sociology, and the concept of daily life learnings from the perspective of Sociocultural Learning. Methodological strategies were constructed from references based on children’s research, which reverberated about the indispensability of child participation in researches. As a result, the analysis demonstrates that child participation in everyday school organization is closely related to the conception of children’s actions, in search of understanding, being together e being part of the world as fundamental learning in early childhood. Keywords: Very young children. Child participation. Learning. Child Education.

This article aims to analyze the use of the small print letter in notebooks of students in the initial phase of schooling. For this purpose, 379 student notebooks from 1937 to 2015 were consulted, kept in a Brazilian Memory Center. The methodology used was the historiographical operation as a researcher production that associates a place (social) with different analysis procedures (practices) and the construction of a writing. The analysis made it possible to perceive different denominations and the distinct presence of the letter press in the notebooks. First, in the period from 1949 to 1977 the name scritp and the interest in making it the official writing, and at that moment notebooks with the exclusive use of this type of font are located in the collection. Second, in the period from 1990 to 2015, when the small print letter appears again in the set of students' notebooks, but at this time it is only used in conjunction with other types of letters. These different moments around the small print letter in the school space are marked by different historical, pedagogical, political, social and economic debates that in a way contribute to a certain type of letter being established in a hegemonic way at school.

The author Paulo Freire worked on issues to debate about the model of education and the ideology present in educational institutions, which affect the lives of the subjects. This work aims to promote a theoretical discussion on non-formal education present in the social space of open markets for products from family farming, as a space for reflection on the legitimacy of popular knowledge, based on the concept of popular education and dialoguing with the Environmental education. For this, we conducted an exploratory research through a bibliographic review, suported by authors and case studies that are part of a research agenda for a doctoral project on the subject. From the studies analyzed, the fairs can be understood as a space for affirming the knowledge of the field, which encourage daily work practices of popular and subordinate groups, through meetings held in these environments. Unlike traditional educational institutions, they represent a possibility for the collective construction of shared knowledge, in which their objects are not a property of one or another individual, but the incidence of a mutual reflection of both, in which the producers are the main actors in the process.  

Editorial

This article presents the results of a research of the State of Knowledge type, carried out with the objective of mapping and analyzing the scientific productions about the pedagogical coordinator in Brazil. The analyzed texts are theses based in the Brazilian Digital Library of Theses and Dissertations (BDTD / Ibict) and in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CTD / CAPES). To access the texts, we applied the electronic keyword searching with the keywords "pedagogical coordinator" and "pedagogical coordination", having as a filter the time frame from 2009 to 2019. 255 theses were found, of which 25 were selected for analysis of the abstracts - only those that focused on the role of the pedagogical coordinator in the stages of Elementary and High School in Basic Education. The evaluations point out that most of the theses found for the keyword "pedagogical coordinator" and "pedagogical coordination" highlight its formative process. Concerning the issue “welfare of pedagogical coordinators”, we concluded that it is an issue that has not yet been discussed in the academy, as no work about this issue has been found. We understand, through this State of Knowledge, to have found a favorable field for new research.

: In the present article, vocabulary segmentation data, produced during literacy, were described and analyzed with a view to discussing aspects relevant to the constitution of the notion of word during the initial period of writing development. The objective is to verify what are the hypotheses of children's writing with regard to the graphic limits between words to analyze how the child in the literacy phase evolves until reaching the demarcation of vocabulary boundaries according to the norm, as well as the understanding of what constitutes a word. The data presented refer to two children belonging to the 3rd year of literacy at a public school, collected through interviews that aimed to inquire about what the child understood to be a word (CARRAHER, 1989). The interpretation of responses was supported by the theory of prosodic constituents (NESPOR; VOGEL, 1986). The results of the analysis showed that, in general, the child can oscillate or maintain the initial conceptions about what a word is like the understanding that each syllable constitutes a word. However, for the intelligibility of what is written, the vocabulary segmentation seems to assume importance according to children's explanations. Thus, showing how the child's trajectory towards the written word is not linear and has a multiplicity of meanings.

The objective of the research is to analyze the possibilities and difficulties of interaction and communication through inclusive playful interventions in preschool, in physical education classes with Autistic children. The research subjects were three children from three preschool rooms in a municipal public institution in Santos / SP, with one case of autism in each class, using the following instruments: document analysis, participant observation, audiovisual records and Diário de Campo. The findings of the investigation were mapped from three categories of analysis, Child-child relationship, Teaching practices and Space and environment. It was possible to observe inclusion processes that brought the children closer to each other, making them perceive each other and to others, and also the stimulus to play together, serving to break paradigms such as those that separate children homogeneously in special classes.

El presente artículo de investigación, surge como parte del desarrollo de la tesis doctoral de Yaquelín Bonilla, la cual considera que es importante propiciar la formación en capacidades ecociudadanas en la educación básica primaria, en el marco de la educación en ciencias, para que los niños puedan actuar como ciudadanos responsables en su territorio de vida. En este sentido, se presenta el análisis de las respuestas de niños de grado quinto de primaria de la IED Tabora, a un cuestionario diseñado con el objetivo de determinar su percepción acerca de su vivencia de democracia; aplicado antes y después de implementar una unidad didáctica, basada en el enfoque de enseñanza por indagación de la cuestión socioambiental vinculada a la urbanización creciente de algunos humedales de la localidad de Engativá-Bogotá. Palabras clave: Capacidades de eco-ciudadanía, encuestas socioambientales, educación científica, educación primaria básica, democracia.

This article analyzes the relationships established in a municipal school in the urban space of the city of Rio de Janeiro. The methodology chosen was qualitative and the research instruments were field observations, logbook notes and semi-structured interviews with members of the school community. The findings of this research revealed how the spatial location, the accesses, the physical and social aspects in which the school is inserted, the relationships that took place between the subjects involved in the school process and the power relations existing in the educational environment interfered with the functioning of the school. In this sense, the perception of the school climate denoted as pleasant and it was evident that the established relationships were guided by respect and, above all, by the existence of exchange of knowledge between educational professionals. The daily life of the school in question, its relations with power and knowledge allowed us to analyze the repercussions existing in the learning relationship of its students, which obtained expressive results in the Index of Development of Basic Education - IDEB.

This paper aims to discuss the relationship between family and school in the community of the 3rd District of Povo Novo (Rio Grande / RS). A rural area, which has around eight thousand inhabitants and constitutes its economic base from activities related to livestock, agriculture and small businesses. To understand the relationship between family and school, semi-structured interviews were conducted with educators and family members of children from the 3rd year of elementary school, belonging to 3 public schools in the locality. The theoretical contribution used was the bioecology of human development, elaborated by Bronfenbrenner (2011). This postulates the fact that, during the process of human development, different social circumstances can affect the subjective characteristics of an individual. It is concluded in this article, that the bioecological theory can contribute to the understanding of the relationship between family and school, adding also to the process of teaching and learning of children.

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O presente estudo objetivou levantar a produção científica dos periódicos nacionais da área de Educação Física, no período de 2008-2018, sobre a Educação Física na Educação Infantil. Destaca-se que esta pesquisa é do tipo revisão integrativa, na qual foram analisados artigos científicos publicados em 14 revistas nacionais, classificadas com Qualis B2 ou superior, que contemplam em seu escopo a área da Educação Física. Foram encontrados 668 artigos que passaram por critérios de inclusão e exclusão, sendo selecionados no final 34 artigos. Após a seleção dos artigos, a análise constituiu-se a partir dos indicativos da análise por temáticas, possibilitando a criação de três sessões de análise: a) mapeamento dos autores das produções sobre Educação Física na Educação Infantil; b) procedimentos metodológicos abordados nas produções sobre Educação Física na Educação Infantil; e c) principais temáticas abordadas nas pesquisas selecionadas a respeito da Educação Física na Educação Infantil. A partir dos resultados, identificou-se que o Sudeste é a região com mais pesquisadores que abordam a temática; a maioria das pesquisas adotou os pressupostos da pesquisa qualitativa para desenvolver seus estudos; e, em relação às temáticas, foram evidenciadas cinco categorias principais, sendo elas: Possibilidades Pedagógicas, Formação Profissional, Inclusão Escolar, Documentos Norteadores e Manifestações Corporais. De modo geral, as temáticas refletiram a importância de se ter um profissional de Educação Física inserido na Educação Infantil, a fim de potencializar o desenvolvimento das crianças nessa etapa do ensino, a partir de um contexto teórico e prático da disciplina para o desenvolvimento e condução dos conhecimentos que emergem da área.

This article intends to construct a critical analysis of the “Teacher duties” proposed by the Escola Sem Partido – ESP – movement regarding the pedagogical role of the teacher in the formation of the student’s critical thinking and their academic freedom. This article is a bibliographical research of the exploratory type, with theoretical support from Paulo Freire (1990), Moacir Gadotti (2010), Gaudêncio Frigotto (2016) and Fernando Penna (2015), among others. Based on a contextualized, historical, and political social reading, the study verified that the ESP acted as a tool of control and coercion of teachers’ work, restraining their academic freedom, proposing instruments to report and persecute teachers, and threatening the autonomy and identity of public schools. It was possible to identify that conservative and Christian sectors of politics and society, connected to large neoliberal organizations, in the dispute of power, demonstrate interest in the commodification of education, having the ESP as an ally in the dismantlement of the public school.

Este artigo tem como objetivo apresentar contribuições da psicologia escolar/educacional para a formação docente no contexto da pandemia de Covid-19, por meio de um relato de experiência de estágio supervisionado em psicologia escolar. A partir dos pressupostos da psicologia histórico-cultural e da pedagogia histórico-crítica, o trabalho foi realizado em uma escola pública de um município do interior do Estado de São Paulo no período de um semestre letivo, totalizando 152 horas de atividades. A sistemática de atuação girou em torno de quatro aspectos: observação/avaliação, onde a estagiária realizou o levantamento de necessidades; relatório de observação/avaliação, caracterizado pela apresentação dos dados coletados; elaboração e apresentação do projeto de intervenção e; o processo de intervenção, que foi realizado de forma remota. O trabalho buscou a superação de uma atuação patologizante historicamente constituída em psicologia escolar, e possibilitou a instrumentalização docente no que se refere à especificidade do trabalho educativo, bem como a escuta e o acolhimento com vistas à atenuação do sofrimento docente intensificado no período da pandemia.

Este estudo tem como fundamentação a perspectiva dialética e materialista da Pedagogia Histórico-Crítica, delineando as concepções de homem, educação e currículo como bases teóricas para as análises desenvolvidas ao longo do texto. Nessa direção, os objetivos dessa proposta são: analisar os fundamentos teóricos da Base Nacional Comum Curricular da Educação Básica – BNCC (BRASIL, 2017 e 2018a) e, concomitantemente, compreender os interesses políticos que direcionam a Reforma do Ensino Médio aprovada em 2018 (BRASIL, 2018b). Na continuidade, este trabalho dedica-se a desvelar a ideologia e os interesses que perpassam a formulação de uma BNCC alicerçada na Pedagogia das Competências, a qual tem como principais patrocinadores diversos grupos do sistema privado. Para compreender essa articulação, foram analisados os documentos oficiais divulgados pelo governo federal, bem como a produção científica referente ao tema da reforma e BNCC apresentada em livros, artigos, dissertações e teses. Essas análises levaram à hipótese de que a formação proferida aos indivíduos a partir da atual reforma e BNCC mostra-se mais como adestramento de habilidades e esvaziamento de conteúdos, distante, portanto, de objetivar a formação integral dos indivíduos. Desse modo, destacamos durante este trabalho alguns elementos que estão sendo encaminhados para as escolas, enquanto políticas de implementação da nova BNCC e da Reforma do Ensino Médio em tempos de pandemia e ensino remoto. Com efeito, discutimos a definição da Pedagogia Histórico-Crítica sobre a formação de indivíduos, refletindo sobre a necessidade de uma organização curricular que caminhe em rumos completamente opostos ao proposto nos documentos oficiais. 

This article aims to investigate the teaching of orality in early childhood education in the light of historical-cultural theory, systematising didactic-pedagogical suggestions for this school level. We are guided by the assumption that the teaching of the mother language, particularly of orality, must ensure that early childhood school allows babies and children to appropriate and participate in different oral discursive practices. In this context, we challenge ourselves to make explicit intentional actions, in a critical-propositional dialogue with the National Common Curricular Base, strained by why, what and how we teach orality in early childhood education. Thus, we support the idea that pedagogical practices in early childhood education, when guided by objectives-contents-methodologies, enable achievements and learning that develop the oral language in its maximum possibilities according to the specificities of each moment of development.

   

This article deals with the affective-cognitive unit present in art as a curricular component of school education. The heterogeneity of everyday life in capitalist society accentuates a dichotomous conception between reason and emotion, attributing, in common sense, the rational elements as belonging only to science and the affective elements only to art. In opposition to such perspectives, we understand art and science as higher spheres of objectification that reflect, each in its own way, the objective reality and provide a synthesis between reason and emotion that is fundamental to the formation process of individuals. Thus, we are based on the aesthetic writings of György Lukács and on historical-critical pedagogy, in a research of a theoretical-bibliographic nature, observing the origin and development of artistic and scientific reflexes from a dialectical analysis between reason and emotion, taking the music as an artistic modality that highlights this dialectic between rational and emotional aspects. Finally, we advocate an omnilateral formation of individuality, rationally and affectionately oriented towards overcoming the limits of everyday life in capitalism, emphasizing the importance of the transmission of artistic contents in school education.