Repositório RCAAP

The current political-economic scenario has generated changes in public higher education, resulting in precarious conditions and labor relations. This materializes in the universities, in the figure of substitute teachers, subjected to a temporary bond. This article analyzes the nature of the relationship between the precariousness, the occurrence of violence at work and its subjective repercussions. The data presented herein are from a qualitative research of a master's thesis, which used the theoretical-methodological framework of the Work Psychodynamics, in articulation with Historical-Dialectical Materialism. Interviews were carried out with 28 teachers, 3 managers and 14 collective sessions, with 6 teachers. It was considered compliance with Resolution 510/16 of the National Health Council on ethics in research in social and human sciences. Psychological violence was observed in the way work was organized and in established relationships, which caused suffering and could impair the health of teachers, although the existence of pathologies was not characterized. Nevertheless, the pleasure at work is experienced by the sense that it assumes for the teachers and the society, by the degree of autonomy made possible in the exercise of the attributions and also by the recognition from the students. 

The reduced influence of the public sector in the Brazilian higher education has occurred since the end of the last century, due to the lack of investments in this sector. The Lula da Silva governments (2003-2006) (2007-2011) continued to promote the private segment, directing investments to the public sector with the concern to create new federal universities with the perspective of internalizing them, since the headquarters of most of these was concentrated in the state capitals. Dilma Rousseff (2011-2014) was guided by the same line as her predecessor, seeking to continue opening universities in the interior of the country. This paper analyzes the constitution of this policy focused on the internalization, integration and regionalization of higher education, the basis of the process of creating these universities, which occurs contradictorily to the existing budgetary constraints. In addition to the bibliographical survey on the subject, we used secondary data referring to the rate of higher education enrollment in the sites of the universities surveyed. Despite the contradictions that accompany this policy, there are indications that the policy has contributed to reduce regional asymmetries in the country, which does not prevent other criteria being equally considered. 

 The purpose of this paper is to present results of the research conduct to analyze the implications of the tax adjustment policies in financing the Brazilian higher education, considering the attendance to the private-business sector, the budget addressed to the public federal universities and to the payment of public debt on terms from 2003 to 2016. The financial data were taken from National Treasure, National Accounts Court, and the Federal Senate. It was also used documents from KPMG Corporate Finance, CM Consultoria, Hoper Consultoria, the Brazilian Association of Private Equity and Venture Capital (ABVCAP), and from the Stock Market of São Paulo. The results point that, despite the increase in amounts destined to federal public universities, the values are considerably lower than those addressed to public debt. It is also evident that the expansion and profitability of private-business sector are encouraged by policies from the federal government by means of PROUNI (Program University for Everyone) and FIES (Program of Scholarship Loan). It can be concluded that, in the face of federal social spending freeze on the next 20 years, with the Constitutional Amendment 95/2016, strengthening the tax adjustment policies, there will be negative consequences for the federal public universities and their maintenance, and strengthening of the private-business sector. 

The present text problematizes and seeks to analyze the tendencies in construction in the Brazilian higher education, as well as the changes and new regulations that have been taking place after a period of clear expansion, considering the policies and actions projected for this field, in the conjuncture of crisis in the recent years. It synthesizes an exploratory study and its construction is based on bibliographical research and documentary analysis of convergent questions for the understanding of the theme, but also on the consultation of existing statistics, therefore, adopting a perspective of analysis that combines quantitative and qualitative aspects. It concludes by pointing out challenges and alternatives in the field of social and political movements. 

This article analyzes risks and potentialities that emerge from the institutionalization/expansion of the Licenciatura in Rural Education in the State of Pará, offered by UFPA, Cametá Campus, and UNIFESSPA, Marabá Campus, identifying impacts on Higher Education and Basic Education. It is referred in a study of bibliographical, documentary and field nature, linked to Rede Universitas-Br, which investigates the expansion of the higher education of the field anchored in the Historical Materialism Dialectic. The results indicate that in Cametá, the greater risk is related to the difficulty of materializing pedagogical alternation without dissociating it from the principles of rural education and, as potentiality, the affirmation of an interdisciplinary curriculum in the training of Educators by the Course of the Licenciatura in Rural Education. In Marabá, the greater risk arises from the actions disarticulated in the attendance of Basic Education among the federated entities, including the tense dialogue in the construction of the Secondary Education with the State Secretary of Education, and as a potentiality, the relationship between university and social movements, built as a strategy for strengthening the social legitimacy of the course. 

The aim of this paper is to investigate the contributions of Marxist critical view for studies related to the theme of interdisciplinarity. The methodological approach of this research was the literature of the Marxist work and thinkers who seek alternatives to overcome disciplinary teaching logic. In the text are exposed the weaknesses of non-dialectical visions of education in their proposed for multi, inter or transdisciplinary. Noteworthy is the emphasis of these views on individuality and non-critical education, able to lead educators to a merely technical education. They address the interdisciplinarity as a phenomenon that sprouted in isolation from society, they are considering the issue as if it were purely a natural result of the social process. Defends the need to redo all lost through totality with the thought of the founders of historical and dialectical materialism. The totality, under the Marxist understanding, is a category able to contribute to the subject and it´s understood as a synthesis of multiple forms that have a concrete object, including its historicity. This category assumes that the knowledge of the parts and all conjecture reciprocity as a way to overcome fragmentation, to build multiple determinations and to move towards a new form of society.

Between 2011 and 2015, the Pronatec mobilized about of 9,4 million enrollment and more than 15 trillion, characterizing the program as public policy professional education of greater grandeur, whereas, in addition to the above numbers; the sub programs for it covered and the ministries and departments involved. However, although your balance present large numbers, low was the impact of vocational training offered through Pronatec, for the occupation of positions of formal posts in same period. The study looked at the available slots on the agency worker in the city of Cascavel, Paraná state, and intertwined with the offers of Pronatec courses, in the same region. This analysis found that although more than 7000 professionals have been trained by Pronatec in that municipality, there was no drop in the number of vacancies which remained open on the labor Agency.

 This article discusses contextualization and valuation when it comes to the relationship between mathematics education and rural education. From a bibliographical point of view, this article is the result of the initial phase of a research project that has been carried out since 2015 at the Universidade Federal do Sul e Sudeste do Pará (UNIFESSPA). The goal is to understand the relationships between mathematics education and rural education by authors who discuss this in Brazilian research. The research shows that in the rural education the contextualization and the valorization of local knowledge stand out. In this sense, I identify the presence of a new line of research that interweaves ethnomathematics with poststructuralist and Wittgensteinian studies that, in addition to seeking to bring the rural context into the classroom, further evidence the ways of rural life. From this, I present different theoretical perspectives that the philosophy of Wittgenstein can offer for the research and teaching of mathematics in rural contexts and send propositions of analyzes and pedagogical practices destined to the area of mathematics in the courses of rural education and for the basic education in this context. 

 This research will verify how the actions of the pedagogical coordinators from the municipal educational system of Salvador concerning the management of continued formation of teachers, more specifically; those who work in the Youth and Adults Education (YAE) are developed. Thus, this study also intends to identify what actions have been developed by the pedagogical coordinators to foster teachers continued formation and if they recognize the school as a privileged space for the continued formation of teachers occur. In this way, we conducted a qualitative approach research and used the field research as technical procedure, adopting the semi-structured interview as data collection instrument. The obtained results show the necessity of strengthening the role of the pedagogical coordinator as an articulator for continued formation of teachers and the constructor of its own professional identity. 

 This paper aimed to contribute to the debate on the meaning that high school has to youths in the current context. It points out both historical and recent tensions and fights involving high school and articulates them with the results of a field research carried out with high school youths attending a private school known for its high quality. Based on the authors consulted and the research, this study questions the quality of private high school and argues that both that quality and the meaning attributed, even if universalized, would be useless to the construction of a more equitable and egalitarian society. 

Interdisciplinarity can be considered a complex and fertile field of knowledge under construction. Despite being an issue that has been discussed and problematized more than five decades ago, its present, requires a permanent epistemological vigilance for the exploration of all forms of its critical and creative potential. The present essay has as its axis the analysis of the myths, as well as of the potentialities of interdisciplinarity, in the conceptual / theoretical plan and in the research and teaching practices. The reflection is based on the following question: what are the main myths present in the discourses concerning interdisciplinarity and what potentialities can be produced from your understanding? For that, through a theoretical analysis, it began with a reconstruction of the polysemy of the idea of interdisciplinarity, and of the myths present in the recurrent discourses that function as epistemological obstacles, which are: need to end the disciplines, everything can be studied in an interdisciplinary way, the meeting of experts characterizes the interdisciplinarity, qualified research is only interdisciplinary and there is a real interdisciplinarity; to later point out the critical-creative potential of interdisciplinarity, which consists in its vigilant opening to new ways of thinking and doing interdisciplinarity, provoking ruptures, continuities and innovations  methodological and epistemological.

Editorial

Referees for Volume 39, n. 4 of the Acta Scientiarium. Education, 2017 

Designed for Colombian peasant population, the school model called New School was designed and structured seeking to meet the education representations and interests of the rurality back then. Given this school model as a reference for analysis, this article aimed to understand its learning guides, considered as the backbone of this rural education program. The research fits into the perspective of Cultural History, with reference to the works of Choppin (2002, 2004), Escolano Benito (2001) and Parra Sandoval (1996). The analysis reveals that the New School Program was set up as a ruralizing pedagogy, in which the rural was presented as a traditional harmonic scenario, free of contradictions and conflicts, the peasant and own space, to silence a perceived rurality as an element of potential subversion; building this way a pragmatic methodology in a curriculum, that adapting to the field in educational terms, content and purpose, it will form a subject willing to work in rural, without questioning the existing social problems.

When reflecting on the formation of educators of the field, this work seeks to highlight the relevance of the forms of socialization of knowledge of the peasant communities, to enable dialogue with the knowledge produced in the academy. In order to generate approximation with the theme in focus, we reflect on some mechanisms, triggered by the subjects who learn to signify their appropriations. For this, we carried out a bibliographical research, constructed through the dialogue with authors that discuss the concepts presented in the study. Understanding the concept of networking as essential for study, we discuss mediation as a favorable device for the systematization of knowledge, while considering the forms of everyday learning used by Field Education students as a preponderant factor to strengthen knowledge learning socialized in academia. From this study, we conclude that it is fundamental to continue investing in research that will help us to deepen our knowledge about the knowledge of the various subjects in the process of formation (initial or continuing), understanding the importance of the collective work of the construction of bridges of encounter of knowledge, as a liberating practice.

This paper aims to present the genesis of social policy, from the first Law of the Poor in the fourteenth century to the neoliberal context of social policies in Brazil. A documentary and bibliographic study was carried out. In the fourteenth century lies the first law on poverty in Britain, which can be considered as one of the first social policies in the world. Until the eighteenth century other laws came to combat poverty, but much more punitive than welfare. The nineteenth century is marked by capitalism and the social struggle of the workers in search of rights. From the twentieth century to the present day, social policies have been linked to liberalism and neoliberalism. In the Brazilian context, social policies do not reach the objective of combating poverty, with palliative actions such as compensatory policies.

This research aims to promote the debate about an educational culture of Sumak Kawsay in Ecuador, especially from the normative hermeneutics is intended to scrutinize part of the legal and political reality to delve into the impact of its conceptualization on what inclusive education refers to; In this sense, it is proposed as in its approach to the definition of a person and its various dimensions which emphasizes the personalism as philosophical theory. Thus, it is conceived as being relational, intersubjective, and whose dignity makes it worthy of the richness of its diversity; In this way, its function is to investigate the person with the aim of preparing them to live from a holistic approach and committed to the construction of an identity from the defense of their dignity.

 This article discusses the instructive character present in the Forum of Augustus, one of the principal constructions undertaken by the Princeps Octavius Augustus at the end of the first century BC. From the studies about archaeological remains and written sources, we aim to analyze the main characteristics and particularities of this Forum and to what extent it constituted a place of memory, aiding in the perpetuation of a history of Rome recreated by Augustus and his support group, in which the Princeps stood out as the legitimate continuator of this history and the greatest example to be emulated; in such a way that the Forum of Augustus provided a true lesson in Roman history, materializing in stone this glorious past, of which Augustus was placed as a descendant and continuator. 

The brazilian Law education has been involved under severe criticism by many factors. Among those are the papers of university professors who need to be aware of their teaching practices to improve the construction of knowledge. The objective of this research is to evaluate the journey of work by university teachers of law education through correlations between indicators of performance in the academic environment and their lifestyle. This is a descriptive research with a quantitative approach and crosscutting. The research approaches 20 of the 24 teachers that teach in the Law Course of a private institution of Bahia southwest. We used questionnaires in the field of study, the Monisa UESC, which aims to monitor health indicators and quality of life adapted for teachers and a questionnaire developed by UFRN for evaluation of the academic community from this institution. All statistical tests were performing in SPSS, version 20.0, by frequencies, percentages and correlations. It found that there were correlations between the lifestyle of teachers and their academic performance compared between working hours, however, some discrepancies were noted. Multiple working hours may reflect the quality of life and therefore in the self performance of the professors that seeks to adapt to this new capital-labor relationship. 

The teaching of sociology in Brazil begins strongly linked to the teachers training in the 1930s, especially at the Normal Schools, later solidifying through the social science courses, as well in the chairs in other courses. In this article I analyze the teaching of sociology in the teacher training in the Catarinense Faculty of Philosophy in the 1960s, when the courses of pedagogy and didactics were created, starting from the teaching reports produced by the first professor who took the chair.