Repositório RCAAP

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The objective of this study is to analyze the constitutive traits of the teaching profession to achieve the social quality of basic education. The research, whose theoretical framework, is based on the qualitative approach, with theoretical dialectical reference, uses as methodology of empirical data analysis Stephen Ball’s (1992) Policy Cylce Approach. The empirical research was carried out through the participation, through questionnaires, of 242 scholarship holders of Area Coordination, Supervision and Initiation to Teaching Institutional Program of Initiation to Teaching Grants (PIBID). The thesis of the doctorate in education has allowed us to conclude that professionalism for the social quality of basic education requires the daily practice of dialogue between theory and practice, in which scientific, pedagogical and technological knowledge is intentionally promoted as a way of teaching, Coexistence and professional support among teachers more experienced with the beginners. Thus, the assumptions of teacher education policies must ensure the professional valuation and the guarantee of a fair school for all, without giving way to the conception of mercantile education, in which the qualitative results prevail, parameterized by performance indexes.

Integrated in 1996 in the National Education system as a stage of Brazilian Basic Education, early childhood education takes place in daycare and preschools, depending on the child age. Many of these institutions are integrated in the municipal teaching systems. This article aims at contributing to the knowledge about pedagogical management in Early Childhood Education, focusing on the perspective of teachers from a daycare on the work of the pedagogical coordinator and their articulation with the pedagogical practices developed by them. The research developed is of a qualitative nature and uses documentary analysis, participant observation and interviews with the pedagogical coordinator and four teachers. The data collected accounts for a coordination centered on day-to-day management focused on administrative tasks, supporting the daycare operation, in aspects such as food and safety, and communication with families. Regarding the coordination of the pedagogical work carried out by the teachers, the pedagogical coordinator prepares the monthly planning, without participating in its implementation, but helping those teachers that seek support. The pedagogical coordination is perceived by the teachers as non-communicative and does not promote professional learning in peer interaction.

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Fast growing changes in the political, economic and social spheres are occurring across several regions of the world, and Mozambique is no exception. These changes pose new challenges to higher education and, in particular, to higher military education, which should contribute to this development, namely, in the Military Academy curriculum and the development of command and leadership skills of its graduates. This paper presents a study developed in the context of the PhD in Educational Sciences, in the area of Curricular Studies and Pedagogical Supervision. This study aims at identifying the perceptions of military leaders of and graduates by the Military Academy Marechal Samora Machel on how the skills of command and leadership of troops are developed, and the articulation they establish between initial training and the exercise of those in the field of professional action. It is an exploratory study that starts from the phenomenological-interpretative paradigm and privileges a qualitative approach, resorting to documentary research, semi-structured interviews with military leaders selected for convenience, and two focus groups with graduates of that Academy. All of the presented results, point to new facts and dimensions to be introduced in the curriculum.

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This article proposes to reflect on the relations between historical-critical pedagogy in line with the perspective of integrated secondary education. Integrated Secondary Education assumes an integrated training perspective based on the founding categories of omnilaterality, polytechnics and the integrated dimensions of each other (work, science, technology and culture). For the professional and technological education in Brazil presents in its historical context the duality between education directed to the activities of the intellectuality and those around the manual activities directed to the making of the worker, socially discredited. It is the classic division between general, propaedeutic and vocational training. Thus, it aims to discuss the pedagogical contributions of historical-critical pedagogy in the context of integrated secondary education with a view to integrated training. For that, a bibliographic study was started associating the assumptions of the referred pedagogy to the object of study of the research that is the Integrated High School to Professional and Technological Education, using as theoretical base Mizukami (1986) Libâneo (1991), Gasparin (2002) Santos (2005), Ramos (2008) Saviani (2011) Araújo and Frigotto (2015), among others. The study revealed that, although there is not only a possible tendency to achieve the objectives of the integrated secondary education, the historical-critical progressive tendency, whose philosophical basis is historical dialectical materialism and Vygostski’s historical cultural theory is one of the main theories regarding the pedagogical practices in the context of integrated secondary education to recommend the commitment to social transformation and integrated training of students.

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The present study is part of the problematic of the development of competences, attitudes and values of the profile of students at the end of schooling pedagogical practices of the teachers of the specialized artistic teaching of music. The purpose of this research is to analyze and reflect on the possibility of materializing one of the components of the Professional Aptitude Test (Prova de Aptidão Profissional/PAP) of ESPROARTE (Professional School of Art of Mirandela) in Project Works (Trabalhos de Projeto/TP), starting from the interests and motivation of the students, and evaluate the impacts translated into school results and the development of fundamental skills capable of empowering young people to play a more active and participative role in today's society, as well as for their insertion in active life and in the real context of work. This investigation, essentially qualitative, followed a methodological approach of study of the case and had as its participants the 27 students of the third grade, level 4 of professional qualification which, during the scholar year 2016/2017, attended these professional courses: Strings and Keyboards Professional Course for Performance (CICT) and the Winds and Percussion Professional Course for Performance (CISP) at ESPROARTE, Mirandela. The techniques which were applied to the collection and production of data were: the direct and participant observation of the researcher as guiding teacher of the EP, surveys and the evidence from the EP developed by students within the PAT. The techniques of the analysis, processing and interpretation of the data considered for this investigation were: statistical analysis and content of closed and open responses to the survey and the analysis of content of the final reflections produced by the students and in the written reports of the EP. The results obtained allowed to conclude that the EP contributed directly to the development of fundamental skills for professional and social insertion of students as musicians, as well as for their lifelong learning.

It is when sports trainers discover the scope of their educational role that they are ready to emerge from an existence where the art of appearance seemed vital. And what if being a Physical Education teacher in schools gave the opportunity to go beyond a non-fulfilling condition within the world of sports? This question will, first of all, allow us to identify the virtues of identity conversion whereby superior physical education can connect together two cultural worlds, which are both complementary and antagonistic. Subsequently, we will detail the logic behind the specific training guiding the reflexive support of a sport trainer who is experiencing the paradox and the complexity of an identity conversion.

The growing interest in the built environment of schools and the influence of the physical environment, which includes schools’ spaces of formal and non-formal education, behaviors, attitudes and teaching strategies, had the contribution of the modernization program for high schools implemented by Parque Escolar. The ongoing research aims to determine how school principals, teachers and students perceive the changes introduced in modernized school spaces and to what extent these have caused changes in teaching and learning methods, which refer to the Project Manual and the pedagogical model underlying. The nature of the study fits into a qualitative approach, with a strong post-occupation study research component and it’s being developed in three high schools in the Porto’s district. Are presented the partial results from the survey’s analysis made to the 12th grade students. The obtained data highlights the importance that the students confer to the classroom in between all school’s spaces, considering that its comfort, temperature and air circulation are not adequate.