Repositório RCAAP

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.

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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