Repositório RCAAP

The present text rises up from a decolonial perspective, in order to problematize the reformist statements of control and accountability stimulated by corporate reformers and government sectors that, currently, have invested in the legitimacy of teaching and research policies to simplify the curriculum and in the curricula unilaterality and teaching practices in Brazilian schools and universities. Manuscript under the aegis of the unpredictable and the emergency that the COVID19 pandemic has caused, we aim, on the other hand, from an analysis of discourses concerning a university teaching and research context, to make use of these same senses of pandemic uncertainty and urgency to bring a defense of the plural meanings of universities and schools, locating post-abyssal movements, in the perspective of producing epistemic turns and shifts with regard to thinking about teaching and research through a deviant curriculum and teaching, in which knowledge and experiences are absent or distanced by colonial ways of thinking, institute themselves in this pandemic scenario (and in the post-pandemic future) in movements of resistance and creation for a co-presence in the epistemological field and in defense of curricula as plural territories for learning and teaching, of university and schools as apparatus public and from the public. Keywords: Curriculum - epistemic co-presence, Deviant curricula, pandemic and post-abyssal policies.  

This article aims to inscribe in political disputes around the meanings of democratic public school/education, contributing with reflections on the possibilities and challenges of continuing to think and defend democratic education in the pandemic and political crisis scenario, which has accentuated exponentially the social, economic and racial inequalities existing in Brazilian society. Due to the current health panorama, several remote teaching experiences have been experimented by schools, unfolding into new issues and readaptations for the entire school system. In this article, we will analyze the environment for implementing remote teaching in basic education, as well as outline some of the new challenges posed to a perspective of education as a libertarian practice (FREIRE, 1967). Methodologically, the text was divided into three parts. In the first, we focus on the concept of democracy in dialogue with authors who signify it beyond the field of political liberalism (MOUFFE, GONZÁLEZ, ALMEIDA). In the second part, we present and analyze data from the PNAD Continua TIC 2018 (IBGE, 2020) seeking to understand the reality of the country in the pre-pandemic moment with regard to housing conditions, in particular Internet access, of Brazilian households immersed in a context of deep socio-spatial inequalities that mark the national territory (MARICATO, 2013). Finally, we analyze the situation of Brazilian students in the current context and reflect on the possibilities of democratic practices in other relationships between schools and students. Possibilities that are built beyond access – contributing to the overcoming of the Brazilian colonial past and the construction of an authentic racial democracy (MNU, 1979).

The school year of the state school system in the state of Bahia started on February 10, 2020. And like every beginning of the school year, it started with initial planning, pedagogical journey, calendar, work proposal, projects and, for some schools, implementation of the New High School and the National Common Curriculum Base (BNCC). Therefore, within the scope of the planning of the school year, there was no prediction that we would have such a drastic rupture with the arrival of the Sars Cov-19 virus in Brazil. Faced with the scenario of the Coronavirus pandemic (SARS-CoV-2), which caused the need for social distancing and consequent closing of schools, this article aims to identify what the Integrated Education Complex of Itamaraju (CIEI) has developed in terms of processes over the pandemic period. Therefore, we will use netnography (TAVARES; PAULA, 2014), ethnoprintgraphy (BORGES, 2019) and interviews with teachers and students in the production of data. From the activities carried out by CIEI, we observe that public schools have been trying to build pedagogical processes with (as) students, establishing different communication channels. These activities, which have been built by CIEI, show the commitment of public schools with teaching and students in these times of pandemic. Commitment made in the face of challenges, such as lack of technological equipment, continuing education for remote learning, among others. It must also be said that teachers have been constantly reinventing themselves in the construction of proposals that produce knowledge and welcoming policies.

The year 2020 will be marked worldwide by the Covid-19 pandemic, which in Brazil has already victimized more than 500,000 lives, until the date we wrote this text (06/2020). From 03/16/2020, face-to-face classes were suspended in public and private networks throughout the State of Amazonas and in most Brazilian states. In this context, there were and are many alternatives presented and there are many discourses around the continuity or not of school activities. After more than a year of pandemic, some school systems have already experienced the face-to-face return of activities with a reduced number of students and other strategies to try to maintain the health and safety of the school community. In the State of Amazonas, the public network has already returned with face-to-face classes, ignoring the dizzying increase in cases in the state and in the country. The main objective of the research we developed is to seek narratives from teachers on the impacts of covid-19 on the daily lives of public schools in Tabatinga (AM). As the authors of this text are also a teacher and student, we will weave our experiences together with the experience of a teacher interlocutor from the municipal school system of Tabatinga. We named this our interlocutor Luiz Fernando, in honor of the Amazonian sociologist and professor at the Federal University of Amazonas (UFAM) Luiz Fernando de Souza Santos, who was one of the fatal victims of covid-19 on March 11, 2021. In this text, we seek to bring our narratives and identify the curricular alternatives created by us student teachers and reflect with the daily lives forged in this context.  

The article argues that the National Curriculum Guidelines for the Education of Ethnic-Racial Relations (DCNERER) caused an epistemic shift to the curriculum and pedagogical practice, by questioning Eurocentric knowledge that historically was legitimized as universal and that silenced African and Afro-Brazilian knowledge. The study was carried out within the scope of research carried out by researchers from the Research Group on Racial Relations and Teacher Education – GEPRAFE. Qualitative in nature with a theoretical approach inspired by Postcolonial Studies, it was carried out in municipal public schools in Campo Grande –MS. In the context of the pandemic, with the streamlining of curriculum reorganization and remote classes, the role of the teacher to ensure the realization of the DCNERER and the content on the appreciation of African and Afro-Brazilian culture in basic education constitutes epistemological resistance and defense of the school democratic.

We live in an era that normalized the absurd and the abnormal. From successive economic and environmental chaos, the world is now facing a pandemic with a lethal footprint across the planet. The pandemonium has gone global. This article places the current COVID-19 pandemic in the context of an infinite plethora of devastating sagas pushing humanity into an unimaginable regression. In so doing, the article examines how this pandemic reflects the very colors of an intentional epistemological blindness that frames Eurocentric reasoning, paralyzed the political economy of global capitalism by deepening and accelerating an endless and non-stop crisis that began in 2008. It also explores the social construction of the current pandemic and advocates alternative ways of thinking and doing education and curriculum theory to challenge modern Western Eurocentric reasoning. In doing so, it advances the itinerant curriculum theory as a fair approach, a "now theory" just alter-curriculum, which respects the pluri-epistemological diversity of the world and aims to move from utopias framed within the borders determined by coloniality towards an anti-decolonial climax and "heretopia".

Este artigo é o resultado de um trabalho de extensão, realizado no quilombo do Portão do Gelo, através do qual surgiram experiências transformativas que colocaram em destaque a importância cultural, política e educativa deste espaço. Através de diversas atividades, tornou-se possível compreender a força que o quilombo desenvolve para sobreviver, assim como a relevância da resistência de seus membros contra o racismo estrutural, institucional e religioso, empreendendo ações pela valorização da cultura negra. A atividade dialogou com a perspectiva teórica decolonial. O campo metodológico se amparou na sociopoética, o que permite vivenciar a pesquisa compreendendo o todo e as partes enquanto construção coletiva de conhecimentos e saberes. O resultado das produções mostra o impacto e o fortalecimento da educação social, presentes no interior do quilombo. Nesse sentido, argumentamos a necessidade do diálogo permanente entre universidades públicas com espaços sociais e culturais diferentes da cultura acadêmica, mas que não deixam de construir complexas e inteligentes percepções de mundo e de vida.

The present case study brings the results of a research which the objective was to verify the alignment of the Pedagogical Course Project (PCP) of technical computer course integrated to the high school at IFMG (Formiga campus) with the demands of the local labor market. Starting by analyzing the PCP, answers of questionnaires by students and official employment information of the General Register of Employment and Unemployed People (covering the period from 2007 to 2019), it was possible to check and compare the expectations of IFMG and students with the reality of the local labor market. It was concluded that most students intend to enter the job market after graduate (79.2%) and continue their studies at a graduation level in the same area of formation (56%), but the students may find a shortage of job positions in information technology technical area around Formiga’s region (only 0.4% of total admissions in the region between 2007 and 2019). The achieved results may serve as a foundation for the future revision of PCP, in addition to be used as a guidance for future researches that could contribute to align IFMG courses with the reality of the surrounding community.

This article aims at discussing the implications of mandatory curricular internship to early childhood education teaching. It had as starting point the following issue: “How does the mandatory curricular internship of Pedagogy course affect teacher formation while teaching kids from 0 to 5 years old?”. The methodologies used were the qualitative approach by using bibliography and documental research and the evaluation of the Pedagogy internships’ field diaries from State University of Londrina during 2019. The data collected were analyzed based on authors who dedicate themselves to this objetct of study, such as: Ostetto (2000), Pimenta (2006), Mello and Lindner (2012), Nascimento (2018), Magalhães and Folque (2018). The results of this article showed that the different types of activities that were suggested during graduation internship are quite fundamentals to learn how to teach in early childhood education. However, the conditions in which the interns develop such activities, as: relevance, reading activities, internship supervision support, directly impact in the process of learning how to become a teacher.   Keywords: Supervised Internship. Higher Education. Teacher Formation.

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This article proposes to dialogue about the dissemination of politeness through reading and teaching manuals, especially in the manuals of the Guidance Library Collection of the primary teacher of the Brazilian-American Assistance Program for Elementary Education (PABAEE-INEP), between the years 1956-1964. In order to reflect on such readings inserted as mechanisms for the circulation and dissemination of the desired good manners for the constitution of a modern society, we sought to glimpse interfaces between the manuals of the aforementioned Collection and the manuals of good manners of North American authorship, marketed in Brazil in the same period, with a view to showing how schooling is inscribed in certain projects of societies and their civilizing process. This study sought to dialogue with research in the field of History of Education, in particular, schooling interviewed by the relationships between training materials produced inside and outside the school environment.

The pedagogical processes of Scientific Initiation in the basic school favor the growth of critical sense and understanding about the scientific universe. The purpose of this text was to analyze the documents of the Colégio de Aplicação da UFRGS in relation to the pedagogical proposals for the Scientific Initiation curricular component. Methodologically, it was a qualitative research that carried out a survey and documentary analysis. The institution's Regiment contains expressions related to science referring to the school's administrative bodies and the Pedagogical Political Project was not made available by the institution's management. In turn, team projects and study programs point to scientific research at school as a process, as well as presenting particularities at each school stage. It is possible to consider that, despite certain gaps, the importance given to the component in the curriculum and the efforts in the construction of pedagogical materials are highlighted.

The situation regarding Human Rights, especially in our country is particularly complex and controversial nowadays. Conservative and undemocratic tendencies have made Human Rights affirmation more fragile in our society, mainly for the ones who are considered different, who belong to certain race, religion, sexual orientation, or ethnicity. This work aims at discussing the major connections regarding Human Rights, differences and education. The paper brings the social and political implications, as well as delves into the tension between equality and difference. It also points out the challenges that this tension brings to the school routine. The paper analyzes the Human Rights perspective concerning the difference and the empowerment in this context. This paper is a result of studies developed by GECEC, research group about everyday life, education and cultures, that takes place into the graduation program in Education at PUC-Rio. As a conclusion, it defends that articulating difference and equality is the central basis for a democratic education that also recognizes and promotes the empowerment, especially for the ones who are inferior and submitted in our society.

Faced with the civilizational crisis, more evident in the face of the COVID-19 pandemic, it is necessary to analyze and reflect on educational practice from new pedagogical approaches that allow addressing the educational problem. Some authors speak, more than a pandemic, of a Syndemic, which requires positioning our analysis from new ways of looking at reality. In this, it is necessary to recognize the complexity of educational problems and the characteristics and conditions of social actors, teachers and learners. The pedagogical act considers the different positions of educational theory, especially critical pedagogy and the sociocultural perspective. In this sense, in addition to complexity and transdisciplinary, it is considered necessary to leave traditional teaching behind to incorporate new approaches to “differentiated education” and “pedagogy of otherness”. Emancipation is essential, with an approach to decolonize training and ways of sharing and co-building knowledge. In this process, the epistemologies of the South take on great relevance. Here we seek to reposition the crucial role that teaching has, specifically didactics in the scientific and cultural field, when analyzing Pedagogy and didactics of Complexity in the challenges of moving from a focus of education and individual health to that of collective health. Here, the transdisciplinary is incorporated as a reference to create bridges of knowledge between disciplines and thoughts for the training of professionals in higher education. It seeks to recover discussions that put knowledge in its social process, and of educational practices as contexts within training in health sciences and pedagogy.

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Over the last two thousand years, Scientific Knowledge has been accumulated based on the ideas and conceptions of Aristotle, Ptolemy (90-168), Copernicus (1473-1543) Galileo (1564-1642), among others. From the 20th century on, four strands of thought predominate political ideology, biology and genetics; psychology; and post-Newtonian Physics. Nowadays, Science is done in a broad sociopolitical context, in which all political, economic, anthropological, ecological Knowledge is the world itself. However, in seeking Knowledge and excellence in Science, we have abandoned the context in which Science is performed - by people, in communities. Today, corporations control much of scientific discovery, as well as its future applications. Science has become, as never before, a political act, so we need to adopt multi-referential thinking, in which Knowledge progresses, mainly through the ability to contextualize and globalize. This capacity needs a general culture, diversified and stimulated. From this context, the work reflects scientific Knowledge in the face of the humanities culture and the culture of scientificity with a phenomenological approach from the perspective of epistemological pluralism.. This reflection contemplates the compartmentalization and the disjunction between humanistic culture and scientific culture, accompanied by the compartmentalization between different sciences and disciplines that leads to the specialization of sciences in such a way that only specialists can follow the rhythm and the details of the advance of an area of Knowledge, such as particle physics or astrophysics, for example. This intuitive process is based on complexity and complex thinking.

Humanity is experiencing a civilizing crisis that has provoked dialogues and reflections on the environmental dimension; where today, in the Latin American context immersed in a crisis magnified by the pandemic, it calls for the resumption of new possible forms of science with awareness. In a necessary transformation, committed to life and a future of well-being for all, a critical environmental education is manifested. Considering complex thinking, 3 academic papers were qualitatively analyzed, together with 63 responses to participation questionnaires at the 1st Latin American Forum on Science with Consciousness (FLACCC), organized in September 2020 by the Federal University of Rio Grande. As a technique, we opted for Discourse Analysis, assuming 3 predetermined categories related to the political, ethical and participatory dimension from the production and use of the necessary knowledge and training. Elements were revealed that allowed to propose challenges for environmental education in three senses: Political, Epistemological and Social Transformation.

To study the ideas that Latin American teachers of natural sciences have about the challenges of education for sustainable development in a shocked and uncertain world, two challenging questions were asked to the participants of the second day of the Latin American Science Forum with Awareness, carried out online at the end of 2020. The study analyzes the opinion of 102 teachers of different nationalities, such as: Mexico, Colombia, Venezuela, Chile, Argentina, and Brazil, who answered about What are the oldest challenges of education in the future? and how can education prevent scientific and technological products from continuing to compromise the delicate balance that life allows on our planet? Thus, using content analysis as a methodology and with the help of the Atlas.ti program, the collected qualitative data are compiled and interpreted, and the results validated through a document review process on the state of the art and the perspectives of research on this theme in Latin America.

This article deals with a bibliographical study on how science and technology can be disseminated in the present. The topic dealt with refers to science and technology. For it, we used theoretical references of the research carried out in the year 2020, from where the Covid-19 pandemic in Brazil began, and how the experiences in this new context are bringing to society and the educational sector. Furthermore, to understand the diffusion of science and technology as a means of social inclusion. Articles published in Google Scholar were investigated on the topic of this investigation, choosing 03 published articles. The publication that offers scientific knowledge, as well as useful and relevant content, especially associated with science, allowed to establish a closer relationship and raise the commitment of vision in the educational sector and in society.

Traditional knowledge acquisition within Argentine universities are governed by a curriculum under current strict educational policies and do not always contemplate the social bond. In recent years, the Universidad Nacional de San Luis has fostered complex thinking, from the concept of multidimensionality and interdisciplinary knowledge dialogue, encouraging relationships between various faculties. Since then, various sectors of society (NGOs, provincial government, schools) have linked with the university in order to promote technology transfer to solve a social problem (presence of arsenic in drinking water).