Repositório RCAAP

In Portugal, since a few decades ago, there has been an upsurge in the demand for higher education, as well as in the number of undergraduate courses, evidencing a process of construction of mass higher education. Has this growth, however, had a significant effect on the level of accessibility and democratization of the system? These are the questions of this article. In this sense, the authors present some concepts of accessibility (general and financial) and, based on the indicators of academic nature (real rate of schooling and graduation in higher education) and financial nature (total education costs, GDP per capita and Median Income), as well as the socio-economic structure of higher education students in Portugal, on two different periods, 2010 and 2015, discuss the evolution of accessibility and the democratization of Portuguese higher education in the period 2010-2015. It can be concluded that there has been a slight increase in both the level of accessibility and the social strata of higher education recruitment, but the country remains, however, far short of that verified in some of Portugal's partner countries in the European Union. 

Aiming to understand how the child reads the children's literary book, we interviewed students from the 4th grade of Elementary School (Caxias do Sul-RS). The interview was guided in 3 books, involving picture, prose and verse categories, as provided in the Call of the School Library National Program –PNBE (2014). Interviews, built from Bauer and Gaskell (2002), took place in two stages, one designed to answer general questions about reading and other, specific, focusing on reading each title. The data analysis was performed with parameters constructed from Ramos and Panozzo (2004) and Ramos (2010). This qualitative study is predominantly descriptive and analytical, and points out that the child builds senses through their experiences and knowledge, interacting with different discursive modalities. It's also appreciated that that empty inherent in the textual structure can limit the realization of poetry, suggesting that School Library National Program - PNBE besides provide literary books, should consider mediating actions so that literary reading can result.

 The film Wakolda (2013), directed by the Argentinean filmmaker Lucía Puenzo, borrows its name to a doll, which represents the passage of the singularity to a projected body, manufactured and assembled for a production in series, serving as a metaphor for the dream/nightmare of the modern science of creating perfect bodies through the improvement of the human race. The film narrative of Puenzo is a mixture of fictional and historical biography about the life in Argentina as a refugee of the German Nazi doctor Josef Menguele. Wakolda represents the tension between difference and homogenization of the bodies when proposing the manufacture, through the genetic pairing, of an improved race. The aim of the text is to analyze the biopolitics and the education of bodies based on eugenic medical knowledge, starting from the assumption that it shows a body subjected to a technocracy of scientific knowledge. 

Editorial

Referees for Volume 39, special supplement of the Acta Scientiarium. Education, 2017  

Current times require a lot of reflection in order to confront the challenges that education has in this century. Among optimistic and unoptimistic visions, masters see future with perplexity, while books and movies bring the critic account of their representations in the world. This text, in an essay way, in the classic form to guide some reflections in its readers, want to be a fountain of greater encouragement to men and women that everyday put their lives in the art of be masters. By appealing characteristics of our present and deficiencies that nowadays define what is done in the classrooms, the text looks for a critic accent to the current lines that weave and handle the masters’ calling and want to encourage a bigger discussion about the forms that, institutionally, have been trivialized what they are doing in the classrooms.

 This article is the result of a dialogue between two distinct and coextensive fields: the Education and the discussion about gender, especially with regard to masculinities. The objective of this study is to understand how the magazine Careta, printed national circulation, updated the reproduction of gender stereotypes in male education during the 1947-1945 period. It is a qualitative research, supported theoretically in Cultural History, of the documentary type, which uses as a primary source the magazine Careta. The results pointed to 466 issues published between 1937 and 1945 and 4,325 advertisements that can be read within the interpretive key of masculinity. From these, five were selected to be studied due to the fact they were the most repeated and prominent ones in the issues. The analysis found that this magazine - with a wide distribution, popular and playful - reproduced gender stereotypes, encouraging men to manifest masculine behaviorsproperly, as well as expressing the masculine fear of senility and impotence. 

This article discusses the contributions made by Freirean pedagogy and Freine's pedagogy with regard to the multiple and complex teaching-learning process. Those of one and the other converge to the great importance of the protagonist in this process - the learner - and emphasize it. Another preponderant aspect of this dialogue is the relationship between education and humanization. Freire defends the substitution of traditional education for education aimed at creating critical mental dispositions, favorable to participation, collective deliberation, interference, dialogue, self-government and, consequently, its contribution to democratization. Freinet assures that the educator has motivations and enthusiasms that the educator must liberate and favor; this, in turn, should create a space favorable to the teaching process, facilitating their learning through ‘pedagogical techniques for life’. Both Freire and Freinet not only criticize traditional and outdated forms of teaching and learning, but point out practical and simple actions through their experiences: Freire - with expressions of the political emergence of the popular classes and with social movements; Freinet - with the pedagogical techniques and practices and the teaching directed to the people.

Cheating in exams is a great educational problem which cause bad effects both for the people than for the country. This behavior is usually inihibited by repression and prophylactic ways, such as punishment and the limitation of the number of items carried during the exams respectively. Thus, this study proposes to identify the behavioral profile of students to assist in the elaboration of appropriate strategies to reduce the frequency of cheating in exams. To perform this study was made a popular research which inquired about the behavior of persons who cheatings during exams, and others who never cheated in any exam. The results highlight the importance of to know who are the students in class to establish a correct teaching-learning process because the acts of cheatings differs significantly between groups of persons with different genres, religious options, level of study, and other elements elucidated in this study.

The object of study is the rural teaching proposed by Sud Mennucci (1892 – 1948) for the state of São Paulo, from 1920 to 1948. The study examined the theme as an educational relation whose objectives were to capture the social need of the time and to understand the social functions of the rural teaching. The sources of the research were those written in books, conferences, newspapers articles and decrees issued by him, when he was Director General of Teaching. The methodology followed the thematic analysis based on the historical-critical theory through the singular/universal category, with thematic axes the didactic work, the ruralization of teaching and the little tillage. Its proposal fulfilled only part of the planned social function, but contributed to innovation and the relative universalization of rural education.

The research problematized the existing culture in the work of pedagogical coordinators who work in public schools. The objectives are to point out notions about the cultural dynamics associating it with the professional culture of the pedagogues; to know the characteristics of the work developed by the pedagogues and also contribute to the processes of professional reflection of pedagogues who act in the school management / coordination. It is developed from the perspective qualitative approach of the interpretative type. It shows that schools share values linked to bureaucracy, even if it presents itself in a frank dysfunction, and it means resistance or attempt to overcome it in the face of an organization lacking a new rationality. As for the pedagogical coordination of these organizations, we infer that the work that is most evident is coordinating the inconsistencies of the existing bureaucracy, although the political-democratic coordination of collective human effort has not been fully revealed through continuous, reflexive and collaborative in school.

The main objective of the present study is to map and problematize speeches and representations recurrent about the racial difference and the whiteness in narrative interviews with teachers of basic education, from the provocations of two short films: Colors and bouts (Vicente, 2010) e and Can call me Nady (Cardoso, 2009), available in Youtube Channel. Highlights the importance of the use of movies in the tract of racial issues, from the approaches of Duarte (2000, 2002), Fabrís (2005, 2008), Fischer and Marcello (2011) and Militão (2013). The analysis are made in the theoretical perspective of Cultural Studies in Education, by the concepts of representation and identity, in authors such as Hall (2011, 2016) and Silva (2010, 2013) and the concept of whiteness in authors such as Piza (2000), Sovik (2009), Cardoso (2014) and Schucman (2014). Among the results of the analysis, stands out that the most recurrent representations produced and disseminated in the film narratives and problematized in the narrative interviews of teachers, were racialized representations marked by the speeches of racial democracy and miscegenation and mediated by the notions of whiteness. It is also pointed out that the film narratives contribute to intend and contest racialized representations and privileges of whiteness in ambit of the basic education and to problematize aesthetic eurocentric standards, particularly linked to hair, as a symbol of ethnic-racial identity.

This paper addresses the issue of continuing education for teachers through the research, having as reference the relation University-School in the perspective of the training of Teacher-Researcher and subject of his Professional Development Teacher (DPT). The collaborative approach through narratives and conversation was used as methodology. The units of analysis exposed in the text are excerpts from narratives of teachers participating in two long-term research projects (2014-2017), carried out in the network project with three Brazilian universities: Observatory of Education – OBEDUC/Capes, and Observatory of Educational Research Region of the Inconfidentes, with Fapemig support. Among the several contributions collected in the research, it was highlighted the possibility of teachers re-signifying the DPT considering the subjective processes, fomented by new training practices with attention to aspects that contribute especially to the ideas of self-management of the school, citizenship, the rights of the people to participate of the processes of decision and of its own process of the formation, from the logic of the implication of the subject.

 The present work refers to the Coleção Pianistas Brasileiras as a place of memory, into a History perspective in Education. It analyzes how Norma Bengell´s work guides explored the themes related to teaching practice and piano formation from the three brazilian pianists on the cinebiography that constitute the series, this is: Infinitamente Guiomar Novaes (2003); Antonietta Rudge: o êxtase em movimento (2003) e Magda Tagliaferro: o mundo dentro de um piano (2004). It is also highlighted through the course written articles, iconographic and oral sources mobilized by the filmmaker in these films. As a result, it was possible to get the comprehension that the cinematographic production in question highlights the musical formation consolidated and followed by the family support that involved overseas stages of studying, Europe, and the teaching action of these musicians as a mechanism of circularity of the musical knowledge in Brazil. 

This article discusses, based on the movie mentioned, paths of the teaching profession in the 17th century, highlighting the presence of the Catholic Church in this scenario and the simultaneous method used by The Brothers of the Christian Schools congregation. We seek to think the film as a source and object for the History of Education, considering its educational potential and the uses that have been made of this type of media by different groups and social actors. As the film is a biography, this concept as well as that of representation became the basis for thinking, from the life of a subject, about issues, processes, articulation, networks, tensions and disputes at stake in the French educational scenario in the 17th century. This discussion emphasizes the relationship between religion, media and education, which became procounced in Modernity, with media such as books, magazines, newspapers, radio, cinema, television and, today, the Internet. This movie production is therefore indicative of the position the Church has established and is still assuming with the cinema, not only being resistant, but using it pedagogically for its far-reaching potential in people formation. 

The paper shows the elaboration and application processes of an inedit scale that measures the characteristics of university teaching language in the respect of generating exclusion derived of the comunication in the classroom. The information was collected with a survey aplied to students of the major named “Teaching of Social Studies and Civic Education” at Teachers Formation School of Costa Rica University. For data analysis was used the Test Classical Theory, to do the first results filtering, and the Response Theory, specifically the Rasch Model, to analyse them and to consider adjusting both subjects examined and items. Main results give empirical evidence that the teacher’s language used in the learning and teaching process is a source of students exclusion. Besides, grouping ítems in two factors allow concluding that in the course of the classes a first factor refers to the actions the teacher executes to contents comprehension, and the second factor refers to the traits originated in such teacher’s actions; so, the conclussion is that there exists an inequitative trait in the classrooms of university education. 

In december of 2012, the Gangnam Style video became the first youtube clip to reach over one billion views. Many of its viewers reconfigurated the original production broadcasted on the website, creating and sharing their own takes on the video, replicating this material through social networks. This way, each viewer demonstrated their own creative ability and capacity to develop a new visual content, based on the music and video presented in Gangnam Style. This kind of replication it’s a good example of what a meme in cyberculture looks like. From this, countless other videos and contents that surfaced online went viral. At at the same time, they have been reproduced in a different social and cultural context of the original content. This peculiarity gave memes the capacity to modify the sense and meaning of the early content that each individual appropriated in their material, including their social experience, throughout, collaborative and discursive production. Therefore, through a bibliographic research this article seeks to discuss the memes, as objects of learning, authorship and collaborative production in cyberculture on social networks.

This article identifies the perceived factors of the BYOD practice in the academic context. The popularization of the mobile devices generated a movement of the use of these personal devices in the work environment. This phenomenon came to be known as BYOD (Bring Your Own Device). This practice has reached educational institutions and involves several discussions between teachers and students. It is not clear whether the use of devices helps or hinders the progress of classes and the learning process. To understand this phenomenon we conduct semi-structured interviews with teachers and university students. Inspired by Grounded Theory, we developed a theoretical model that emerged from data analysis. This model demonstrates that the practice of BYOD in the academic context is determined by driving factors, context factors and practice factors. The various factors identified in the academic context bring practical results such as influence in the learning process and exposure to increased working hours. The factors of practice comprise eight elements: 1) interest; 2) didactic; 3) learning process; 4) ubiquity; 5) productivity; 6) responsibility; 7) usage patterns and; 8) exposure. This phenomenon may be related to the context of society and technological modernity

The article aims to analyze how elderly authors invent themselves through autobiographical writing in the contemporaneity. It also problematizes the potentiality of this process for the field of Education. Eight autobiographies were analyzed as main sources. They were written by men and women that were born in the state of Minas Gerais, Brazil in the first half of the 20th century. In addition, IBGE census data were also used. The analysis allows us to affirm that gender belonging strongly delineates the references chosen by each one of the authors for the process of self-invention and also for the elaboration of the meanings of aging. For the women writers, family and religion constituted as the axis of the narratives. On the other hands, for the authors, the work and the socioeconomic condition were chosen to conduct the writing. Women refer to aging positively, but men tend to emphasize the losses and limitations related to this stage of life.

The guarantee of access to all citizens between 4 (four) and 17 (seventeen) years, to Basic Education and the universalization of admission to the regular school, makes possible the emergence of a profession aimed at the attention of the public of Special Education, in the regular school: the Second Teacher. From a qualitative approach, based on bibliographical and documentary research, this study aimed to characterize the Second Teacher in the educational policies that regulate Basic Education, in the State of Santa Catarina, as well as academic research that take it as an object of research. In this way, he sought to know the educational policies which regulate this profession; understand their attributions in Basic Education; characterize the public served by this professional, and; describe its profile, based on the bases already produced. The results show that it is not possible to accurately characterize the profile of the Second Professor, because it is not mentioned in national legislation with this nomenclature; pedagogical practice is often individualized and the profession is marked by instability.