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The present text is an experience report, resulting from a systematized pedagogical practice of school physical education, the thematic axis Gymnastics, in an agreed school of the State Department of Education (SEDUC) of Goiás. For the construction and development of our proposal we take as reference the historical-critical pedagogy and the critical-overcoming perspective of Physical Education. We highlight the possibilities and challenges of the content Gymnastics in the pedagogical practice of School Physical Education developed with students of the 9th year of Elementary School II, in which the Gymnastics Festival presented itself as a relevant possibility to work the gymnastics in the classes of Physical Education in the school . We can conclude that gymnastics provided meaningful learning for students and we hope that this experience can help teachers reflect on this issue in school

Editorial

REVIEW: War and Revolution: A. Gramsci’s Years of Education

Este artigo apresenta uma proposta didática acerca dos aspectos teóricos metodológicos de uma pesquisa de mestrado, em andamento, sobre problemas de geometria espacial advindos do Exame Nacional do Ensino Médio (ENEM), contribuindo para o ensino de matemática e a formação de professores. Objetiva-se apresentar como a Teoria das Situações Didáticas pode contribuir para o ensino de questões matemáticas de geometria espacial do ENEM, fazendo uso do software GeoGebra como instrumento para a construção de modelos matemáticos e resolução de situações problemas sobre o conteúdo de volumes. As situações didáticas foram descritas e estruturadas, obedecendo as quatro fases da TSD (ação, formulação, validação e institucionalização), com o esteio do GeoGebra. O uso do referido software tem como propósito favorecer uma modelagem matemática que busque a melhoria da visualização e compreensão, por parte dos alunos, dos mecanismos necessários para resolução dos problemas propostos.

A interdisciplinaridade é um movimento que vem se destacando no âmbito educacional, tanto na formação de professores, quanto na educação básica, ainda que haja discordância com relação ao conceito e aplicabilidade. Autores tais como Ivani Fazenda e Hilton Japiassu destacam-se enquanto precursores desse tema no Brasil, identificando a interdisciplinaridade como uma reação aos efeitos da hiperespecialização dos saberes. Objetiva-se refletir sobre conceitos de interdisciplinaridade sob a ótica de artigos publicados em periódicos científicos nacionais entre os anos de 2009 a 2018, especificamente, na área de ensino, com enfoque no ensino de ciências, avaliados em Qualis A1, A2 e B1 na Plataforma Sucupira da CAPES. Esses dados foram tratados por meio da análise de conteúdo. O estudo demonstrou uma diversidade de conceitos, todos respaldados na relação e diálogo entre as disciplinas, tendo como objetivo o rompimento da fragmentação e a análise e resolução de um determinado tema ou situação.

Laviosa, Sara. Translation and Language Education: Pedagogical Approaches Explored, New York and London: Routledge, 2014. 174 p.

The aim of this study was to address the production and gain of knowledge danced based on different epistemological currents in the field of dance. Thus, based on Merleau-Ponty's existential phenomenological view, presented in the work Phenomenology of Perception, the idea of the lived body and the gain of knowledge in dance was discussed. It was assumed that the act of dancing when performed intentionally allows the subject to express himself, dialogue and experience facts of life, which contributes to the awareness of “being-in-the-world”. In this context, dance presents itself as a kinesthetic field for gaining embodied experiences, established at each step, spin, jump or choreographic arrangement experienced. In such a way, the procedural dynamics of the body lived in dance comes from the mental arrangement of the sensations apprehended from the external environment through the “body(me)-in movement” in time and space, which, nevertheless, organizes the project of a corporeality.

This article analyzes the role played by the production and circulation of photographic images in postcards in the process of national reconciliation between race and class supremacy in post-abolition American society, from the 1880s onwards. In addition to indebted labor, leasing inmates had a relevant part in the restoration of the practice of black proletarians forced to labor, a phenomenon that took place especially where slavery most resisted to abolitionism, not only in the South, but in the plantation system in particular (or linked activities such as railways). In this sense, to workers, the right to mobility was an essential element of their classexperience.

The herpetofauna of the Caatinga is still underestimated. A lack of knowledge of this group led the region to be perceived as having low species richness and endemism. This study aims to determine the species composition of the herpetofauna of the municipality of Nordestina. Data were collected using different techniques, such as pitfall traps and active searching. We used a bootstrap method to estimate the species richness of the local herpetofauna. We also calculated dominance and evenness indices. We recorded 3,969 specimens of 49 species. Snakes had the highest species richness, while lizards were more abundant. Anurans comprised 14 ± 0.8 species, with high evenness (J’ = 65.8%) and low dominance (D = 23.3%). The number of squamate species was the same as the amount observed (n = 36), and also had high evenness (J’ = 55.7%) and low dominance (D = 23.9%). In general, the studied area showed a pattern of evenness with low dominance, in addition to environmental stability, which is a characteristic of most conserved environments and leads us to stress the importance of this region to the maintenance of the biodiversity of the Caatinga biome.

The Pedagogical Content Knowledge (PCK) is a knowledge developed during the teacher training phase and the practice of the profession, characterizing itself as an own knowledge of the teacher. We understand that PCK can be a useful tool for understanding how teachers develop didactic strategies for discussing aspects of the Nature of Science (NOS) in the classroom. In our qualitative research, we investigate how 9 (nine) future physics teachers, students of a Brazilian public university mobilize their PCK for teaching aspects of the Nature of Science (PCK/NOS). Due to the tacit nature of the PCK, we used various forms of data collection, such as questionnaires, interviews and reflection diaries of the participant. The results show some elements that facilitated or made difficult the mobilization of PCK/NOS of the investigated group. For example, the complexity and the novelty of these themes in the training courses of physics teachers was a factor that made it difficult to produce didactic strategies for the teaching of NOS aspects, causing fears in future teachers, especially in refers to their own images before the students of basic education when they receive these new proposals. Linked to this, the lack of knowledge of the context, that is, the working locus of the teachers, since the group investigated did not present didactic experiences in the classroom itself, made it difficult to mobilize knowledge of didactic strategies for teaching aspects of NOS and the PCK/NOS. Based on the analyzes in this research, although the future teachers investigated are still in the phase of maturation of their PCK/NOS, we suggest that the initial training courses investigate how teachers in training mobilize the knowledge necessary for the teaching of metascientific contents and, consequently, their PCK/NOS. One suggestion, emerging from our research, would be the insertion of more cooperative and reflexive practices in the training of these teachers.

Health promotion actions can serve as a strategy to promote democracy and social participation, and thus, the creation of health promotion groups linked to the perspective of Popular Education has a fundamental role in participatory democracy. This paper reports the formation of a health promotion group with actions based on Popular Education in health and corporal practices carried out by residents of the Multiprofessional Residency Program in Primary Care / Family Health of a University. This group, called "Movimenta SUS", was formed as a multiprofessional group with the purpose of integral care, to work on popular education actions and corporal practices. The experience allowed the strengthening of the bond, autonomy, care of oneself and the other, the use of public spaces, the feeling of belonging, cultural identity, the construction of a critical conscience and the experimentation of different experiences.

This is a reply to Alex Grzankowski’s comment on my paper, ‘To Believe is to Believe True’. I argue that one may believe a proposition to be true without possessing the concept of truth. I note that to believe the proposition P to be true is not the same as to believe the proposition ‘P is true’. This avoids the regress highlighted by Grzankowski in which the concept of truth is employed an infinite number of times in a single belief.

This field research, descriptive and exploratory, of a qualitative nature, investigated the role of the Physical Education professional in the work with people with ASD in a sports and leisure program in Florianópolis (SC). The participants of the study were Physical Education professionals, active in the investigated program, besides the relatives of the participating students. Two semi-structured interview scripts and a systematic observation matrix were used. Content analysis was performed, using N-vivo software - 10.0 to organize the data. It was found that the Physical Education professional is essential in working with people with ASD, since their qualification allows greater socialization, through activities based on area strategies.

Objective: To analyze the contributions of documentary linguistics through García Gutiérrez for the studies of documentary linguistics developed in Brazil. It intends to identify the approximations between the Spanish and the Brazilian context, highlighting the possible subsidies of the perspectives drawn in the scope of the Brazilian Information Science.Methods: It is guided by the survey of bibliographic production in national and Brazilian databases (Enancib and Brapci) and international databases (ISKO Spain / Porto and Dialnet) in order to identify the authors of documentary linguistics. On the Spanish side, he emphasizes the contributions of García Gutiérrez and, on the Brazilian side, the proposal that has been developed by Lara, among the authors who manifest the Brazilian view of this disciplinary attempt.Results: The documentation, in the Spanish scope or the Brazilian Information Science, has the function of systematizing the information of a certain area of knowledge. Documentary problems approach linguistics with the intention of constituting a documentary theory, however with the autonomy of its object of investigation. Documentary linguistics is presented as a discipline formed from the documentation dialogue with linguistics.Conclusions: We note an inclination for some perspectives from the French and English sides, although we consider that the few Brazilian researchers strive to make use of theories and concepts according to their realities in order to overcome them. The fact is that the term used to analyze documentary processes is "documentary analysis", terminology that proves the lack of studies of documentary linguistics in the Brazilian Information Science.

Resenha de: NIEBUHR, Marlus. Ecos e Sombras: memória operária em Brusque – SC na década de 50. Itajaí: Editora da Univali, 1999. 239 p.

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