Repositório RCAAP

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.

The pandemic emergency has forced girls and boys to adapt to completely changed living conditions (closure of schools, confinement at home, social distancing). At the same time, the 0-6 educational services found themselves re-modulating programming and planning to ensure the right to education, learning, and psychological well-being needs of girls and boys. However, the period of distance learning has amplified the obstacles to equity in education, conditioned by educational poverty and socio-cultural disadvantages. The contribution, after presenting the main field researches that have multiplied in Italy in this last year, will focus on the initiatives promoted in the first period of the health emergency (March-June 2020) from the infant-toddler centers and preschools of Roma Capitale. The most important novelty of the new legislative decree (number 65) are the Childhood Centers, which host educational services for girls and boys in both the 0-3 and 3-6 age segments in a single building or in neighboring buildings, for a better use of resources through the sharing of services, spaces and tools. The contribution presents the results of the first phase of analysis of the more than 430 distance learning projects carried out in the municipal educational services of Rome between March and July 2020, collected by the Department of Educational and School Services of Rome. The data collected show the ways in which the services have managed to rethink, with different strategies and tools, relationships with girls, boys and their families and educational activities, ensuring the continuity of relationships and learning processes.  

CONVERSATIONS OF THE UNIVERSITIESCHOOLS IN AN ENGLISH PRACTICUM COURSE: critical experiences during the pandemic in 2020 Abstract: In this article, our aim is to discuss and problematize relationships developed in an English Practicum Course for teacher education in the emergency remote teaching scenario during the Covid-19 pandemic in 2020. Based on decoloniality perspectives (GROSFOGUEL, 2010; SANTOS, 2010), we critically approach issues such as theory-practice separation (MATEUS, 2009), the relationship between school and university for teacher education (BORELLI, 2018), and the role of English in basic education curriculum (JORGE, 2009). In our discussions, we problematize the importance of public schools in teacher education and highlight how the Practicum Course here analysed promoted, in partnership and collaboration with two schools, resignifications relating three aspects: public schools, schoolteachers, and the English language. We believe our discussions reinforce the relevance of the Practicum at the school and the school in the Practicum, which, in agreement with Sussekind (2020), we emphasize as universitieschools. Keywords: English Practicum. Teacher Education. Decoloniality. Emergency remote teaching.

The pandemic of COVID-19 has shown a number of difficulties and contradiction in our society. Educational activities have been suffering various attacks from the sphere of politics and economics. The initial formation of teachers in higher education institutions hasn´t been apart from such attacks, especially considering the mandatory supervised training, in which students observe, take part and act at public schools in primary and elementary education. Therefore, this study aims at discussing about the impact of COVID-19 pandemic on the supervised training of Biology and Science Teaching at Parana State University, due to the need of distance teaching and learning in the basic educational system. The methodological approach consists of the dialectical and historical materialism in according to Historical Critical Pedagogy, once its foundations have supported both the course-plan and the discussion raised in this article. We understand that the supervised training is an essential way for enhancing students’ world-view, concerning the reality of Brazilian public schools, how they are influenced by our society, the role of education in this scenario and the impact of such processes in their future activity.  Thus, we analyze how limited is the distance teaching and learning from a well-qualified supervised training, in order to provide students with a good education.

Desde março do ano de 2020 o Brasil vive a pandemia do novo coronavírus (Sars-CoV-2), e se transformou em um dos países que mais sofrem com uma política que precariza as vidas da população, sobretudo de pessoas com deficiência, pobres, LGBT, negras/os, indígenas e outras tantas que são sumariamente ignoradas pela necropolítica, que dita quem pode viver e quem deve morrer. O ensino de música na Educação Básica no Brasil, na Base Nacional Comum Curricular (BNCC), desconsidera a diversidade étnico-racial, de gênero, sexual, corporal e de classe, e com isso provoca um aniquilamento de saberes múltiplos que decorrem das mais diversas práticas musicais presentes no país. Ao levar em conta esse cenário de exclusão promovido pela BNCC e as violências às minorias sociais, este artigo objetiva problematizar currículos em educação musical e as precariedades provocadas pelo estado pandêmico. Pretendemos, a partir das vivências de uma de nós como professora de música no município de Sobral/CE, discutir como temos produzido currículos que, em aliança, resistem e enfrentam as formas precárias as quais nossos corpos são submetidos, currículos que proporcionam possibilidades das múltiplas corporeidades existirem, como nos mostra Felipe, aluno transexual masculino do nono ano do ensino fundamental. Lançamos essas palavras para pensar possibilidades curriculares a partir de nossa luta por uma educação musical justa, inclusiva e democrática.

A pandemia da Covid-19 é uma consequência material da relação estabelecida entre a humanidade e a natureza. Levando em consideração que o entendimento das Ciências da Natureza pela população em geral ainda é alicerçado, principalmente, por ideias imediatistas, essa compreensão é feita de forma superficial e fragilizada. O utilitarismo não oportuniza aos sujeitos a apreensão da realidade em suas contradições e determinantes essenciais, que ficam subjugadas ao pragmatismo da vida cotidiana, escondendo estruturas sociais baseadas na exploração e opressão, que fundamentam as contradições entre o desenvolvimento econômico e o bem estar social. Neste sentido, o artigo tem como objetivo refletir sobre a importância do Ensino de Ciências em tempos de pandemia a partir dos fundamentos da pedagogia histórico-crítica. Para tanto, são discutidas concepções utilitaristas, pragmáticas e cotidianas acerca do conhecimento científico presentes em documentos curriculares e pesquisas no Ensino de Ciências, a fim de superar a visão imediatista. A discussão se torna importante para refletir sobre as finalidades do Ensino de Ciências dentro das crises enfrentadas na atualidade, que não apresentam resolução individual e instantânea.

This review presents the book “Historical-critical pedagogy, fortieth year: new approaches”, by Dermeval Saviani, edited by Autores Associados, in the year 2019. This book, contains twenty chapters, which address and deal with the different aspects and problems of the Brazilian educational system, presents possibilities for changes and transformation of school education in the context of the class struggle and, discloses a pedagogical theory in the historical-critical perspective, as a possibility, through coherent foundations and subsidies, of conducting an educational action intentional and deliberate, which promotes humanity in every individual. It permeates and critically discusses elements that constitute Brazilian education from the first republic to the present. The author, in this work, deals with the importance and relevance of the production of science and knowledge, as well as analyzes the challenges of education, in the current context, in promoting social transformations. In the perspective of historical-critical pedagogy, it presents elements and discussions on the concept of the world, man and society, defends the public school, discusses and analyzes the different aspects of the role of the school supervisor, the teacher and the school today and concludes by pointing out strategies on how to move forward even in the face of the theoretical and political challenges of the present. Keywords: Education; Public school; Historical-critical pedagogy; Pedagogical theory.

The emergency situations inaugurated with the COVID-19 pandemic forced us to conjecture about the dynamics of sociabilities and the ways in which they are constituted in life amidst the lethality of the SARS-CoV-2 virus and the necropolitics in Brazil. In several cities across the country, the alternative found was remote learning and, in others, given the digital exclusion, schools instituted possible educational practices in order to maintain bonds with children. With attention to this scenario, our objective is to interrogate the teaching experiences, in unequal socioeconomic contexts that characterize the city of Pelotas, in the interior of the state of Rio Grande do Sul, about student access to remote teaching technologies or possible educational practices proposed by “Secretaria Municipal de Educação e Deporto – SMED”. For this, informal dialogues were carried out with professors and directive pedagogical teams, through instant conversation applications. The considerations show that the pandemic accentuated the drama experienced by impoverished populations, laying bare the violent scenario of neoliberal necropolitics that dismantled social policies in recent years.

The article presents some educational and pedagogical proposals developed by Chilean organizations of teachers and education workers, based on two social processes: the popular social unrest that began in October 2019 and the health, economic and social crisis associated with COVID-19. In methodological terms, qualitative work is chosen which develops a content analysis based on documents and public interventions of three organizations in the country: National Chilean Teachers Association, Movement for the Teaching Unit, Emancipation: Movement of Critical Pedagogies and Popular Education. The main demands and proposals of the teaching organizations are analyzed to contribute to the construction of a (pluri)national educational project of emancipatory nature. In terms of conclusions, the article allows us to delve into the proposals of Chilean teachers and their conceptions about the struggles for the right to education and the democratization of the school institution in its multiple levels (management, financing, curriculum, evaluation, etc.).

Gender and sexuality education in schools is a controversial matter developing in a field of increasingly intensifying conflicts over the last few years. The problematic presents a series of dilemmas, such as the model of teacher training. The purpose of this article is to analyze initial and continued teacher training through a scholarship review and through the presentation and discussion of a university outreach program of continued teacher education in gender and sexuality. The undertaken analysis indicates the need to foster a training which is not only instrumental, centered on concepts and information; that disrupts the usual divides between objectivity and subjectivity, reason and emotion; that creates spaces of qualified speech and listening; that promotes the participants’ critical reflection on knowledge, practices and agency; that includes not only the teaching staff, but also other school workers; that discusses topics not traditionally debated; that mobilizes other methodologies, materials and languages that favor affectation, engagement, and disruption with the already institutionalized and automated patterns, marked by prejudice, stereotypes and discrimination. Keywords: Gender, sexuality, affection, teacher training.

The article aimed to analyze how trained teachers in visual arts experienced the COVID 19 pandemic, in personal and political-pedagogical aspects. Seventy art teachers answered an online questionnaire with ten open-ended questions, therefore we sought to identify which support was received, which structure was available to the teachers, which strategies these professionals created to adapt to the pandemic context, how their students responded, which content approaches were taken and finally which changes the remote teaching has provided for the Teaching of Visual Arts. The analysis was based on the grounds of historical dialectical materialism; hence we identified the contradictions between the required pedagogical needs and the support received by the teachers. In order to investigate the data, we used the studies of Saviani (2020), Duarte (2016), among other Historical Critical Pedagogy (HCP) scholars, who similarly search for problematizing the philosophical and methodological foundations of HCP didactics (GALVÃO, LAVOURA and MARTINS, 2019), without disregarding the analysis of educational policies that seek to implement neoliberalism in Education. Briefly, the study points out to the unpreparedness of schools to develop activities in the remote teaching context, rendering the pedagogical process to the teacher's own fate. Not only the emotional state and health of teachers were highly affected, but also the access requirements to technologies were under the teaching staff responsibility. In this given chaos by remote learning, few educational institutions claimed to foster debates on pedagogical process and implications of this scenario. As far as the specificity of training in visual arts is concerned, teachers indicate that part of the practical artistic training was greatly harmed.