Repositório RCAAP

Brazilian Higher Education has been increasing mainly with the participation of Private Institutions. Recent data show the high degree of dropout and abandonment by the student, which interferes affects both the personal, professional and emotional bias of the student, as well as the organizational and financial issues of the institution. Knowing what interferes with student satisfaction is one of the ways to reduce the dropout rate, as well as make the student more engaged in their academic choice. Given this, the present study made a survey of the sectors that should be studied analyzed and interviewed 44 undergraduate students, from the areas of ‘Health’, ‘Human’ and ‘Exact’. It is noteworthy that several factors interfere with student satisfaction. In this sense, the research had as its main result the category ‘Academic’, mainly with regard to the ‘quality of education’ and with the ‘teacher’, but also the ‘service’, the ‘physical structure’ and the ‘relationship’ with the student. As a main result, the ‘Academic’ and ‘Teaching’ sectors were the main points considered for the satisfaction of the higher education student and the evaluations are spontaneous and influenced by the context.

The professional activity developed in the teacher's work cannot be considered hermetically as a set of specialized tasks required by a school. On the other hand, when we observe the teacher's activity, from the cognitivist point of view, a large repertoire of knowledge is developed and incorporated in the face of the complex problems inherent in the exercise of the activity. Thus, in the present work, from a point of view based on Professional Didactics, we present some elements that allow us to understand the activity and learning of the math teacher facing the resolution of professional tasks. Thus, the notion of work situation leads to a polarization of modeling activities aimed at teaching mathematics and the identification of certain theoretical entities whose cognitive nature reveals an understanding of the functioning of the teacher's action, whether the action of the beginning teacher in math or experienced teacher.

Plato’s Republic, is made up of X books. The main theme being justice, with an ethical, educational and political purpose, as there was a decline of Greek cities, especially Athens. His proposal, presented here, will be that of an ideal but not utopian city, where the King was a philosopher and had an education in tune with what it is to be a philosopher, through knowledge and virtue. In this case, his argument should go towards an understanding of the Republic in tune with its Theory of Ideas that constitutes the trapping of its philosophical system. In it is present, simultaneously, a metaphysical, political, gnosiological, educational and ethical theory. Book VI, which will be the subject of comment, is central to an understanding of the ‘true philosopher’, who has all the aptitudes to be the guardian of this city, and this in function of his spiritual path, which is sensibly directed towards the intelligible, World of Being, the true world, which is contemplated only by rational asceticism.

The profound moral crisis emerged after the fall of the empire of Charles the Great, and still present until part of the 12th century, has as a consequence a fundamental spiritual renewal in the religious and mystical fervor of some extraordinary men and women. Its manifestation in the philosophical-theological thinking is one of the most significant expressions of the medieval history of central Europe. Diversity of mystical experiences and modalities compose a possible synthesis in the thinking of Parisian School of Saint Victor, with their representatives Richard and Hugh, but also in Franciscans and Dominicans paradigmatic figures like Bonaventure of Bagnoregio and Thomas Aquinas. Common to all of them is the search for the supreme good through the practice of an inner elevation in a triple spiritual way: purgative, illuminative and unitive. This paper analyzes some distinctive notes in the progress inside this ascending and outlined their respectives contributions to the medieval doctrine of transcendentals concepts.

Form representation is essential for any area that involves the creation of artefacts, since without it the project is just an idea in the mental field. In general terms, it is the ability to perceive and understand shapes and represent them through perspectives and orthographic views, as well as through models and geometric models. Given the issues raised, it is possible to understand the importance of knowledge related to the graphic representation of architecture for professionals involved with the Aeco Industry (Architecture, Engineering, Construction and Operation) and, also the relevance of graphic geometry disciplines on the development of Visiographic Three-dimensional Capacity. So, this paper aims to investigate the impact caused by the use of traditional and digital media in the teaching of graphic representation. To this end, two groups of students were compared, one exposed to the use of both media - analogic and digital - and another that used just digital media. From the application of questionnaires, it was possible to identify the student’s profile, their preferences of media and difficulties encountered. The work presumes that students exposed to more disciplines of graphic geometry will have less difficulties compared to those who had less contact. The main results indicated that: there is a preference, in both groups, for digital media to perform practical activities; the need to adapt the content to each specific engineering and that the most significant difficulties were related to work management, regardless of the media used.

This text addresses the curricular organization of study complexes such as the development project for itinerant schools in Paraná. It contextualizes the need for schooling of children from peasant families who experience different processes of expropriation and exclusion and who collectively organize themselves in the Landless Rural Workers Movement (MST) to achieve the Agrarian Reform and citizen rights. Through bibliographic and documentary research, it highlights the relevance of education for the MST and makes a history of the development of the curriculum organization by Human Development Cycles with Study Complexes aiming at the humanization process in school formation. I concluded that, in times of systematic attacks on social rights and public education by the capitalist system, the curricular organization of the MST at work in the Itinerant Schools of Paraná contributes to constitute pillars of resistance and compose the debate overcoming the standardization of the curriculum.

The present work, seeking to identify evidence of the (un)valorization of the teaching professional career, carried out a survey with students of the third year of high school and collected data about the understanding that these young people had about the teaching career and their choices for the process selective approaching. This research is justified by the fact that the official indexes of the School Census of Higher Education point to a progressive drop in the number of students recently graduated from high school who choose to enter undergraduate courses at educational institutions, whether public or private. Students from two private schools and two public schools in the city of Bambuí, in the interior of the state of Minas Gerais, were interviewed, with a total of 7 classes and 128 students interviewed. To make this study possible, the researchers applied a questionnaire, the data being analyzed by an exploratory qualitative approach. The results show that the majority of young people interviewed do not consider the teaching profession attractive and that this should not be the choice for further studies in higher education. As evidence of this position, are the ideas related to the teaching profession: poor working conditions, low pay, lack of social recognition, disrespect on the part of the students, among others, although these same young people recognize in the teacher the potential of social and political transforming agent.

The influence that the American, educator John Dewey, -principal representative of the ‘New School’ in Chile- has had on education systems to level world is vastly known; repeatedly visited directly some countries, as Japan, China, Turkey and Soviet Union; to Spain became especially their educational pragmatism since the beginning of the 20th century, in the translation of several of his works, which had an influence on the so-called ‘New Education’; he was also positively received in Mexico - where was twice-, Colombia and Brazil. Indeed in his homeland was widely received, both as pragmatic philosopher and educationalist. His democratizer view, created by the observation of the situation in his country, he wanted it to expand to other continents; increasing the scholarship in different countries, according to him, it will reinforce their democratic system. This article has two objectives: (i) identify major teachers groups existing in the first three decades of the 20th century in Chile and point to its main exponents and (ii) analyzed the contribution there of in the diffusion of the pedagogy of Dewey and the influence they had on changes in the school system, especially in the promotion of new publics politics that each one of them realized during the designated period.

Ethics is a matter inscribed in medieval philosophy, although without the relevance of metaphysical speculation and logical analysis (Williams, 2018). Christian ethics has a set of crosscutting topics (happiness, friendship, freedom, righteousness) which are articulated with various domains of knowledge (legal / law, economic / profit, religious / religious / sin / salvation / grace). The aims of the text are two: one, to show that ethics is transversal (but not dominant) and has a practical meaning. Several texts are referred to clear the concept of ethics as a righteousness of life, highlight the stoic and patristic matrix and register their presence at the university. The methodology is analytical, and the expected results belong to two different orders: to supply anti-medieval prejudice and to place ethics in the script of medieval readings and investigations. This text starts from these assumptions (transversal and connected to) but questions the singular use of the term 'ethics'. Should one speak of medieval ‘ethics’ or ‘ethics’ in the medieval period? The answer to the question describes a zigzag between one term and the other, depending on the authors being studied, the events and the directions of formation in the European world.

This paper aims to present the educational experience organization model according to the pedagogy of the problems of Michel Fabre (1948-), French philosopher, focusing on some questions raised on controversial social issues. Faced with challenges in a problematic world that questions the educational subjects regarding content, mode and time of teaching, and the learning relations, the Education responsibility is to provide the student and develop together with him two interdependent metaphorical tools that meet the compass and cartographic organization of the experience. The compass represents the cognitive and methodological functionality that structures formally the raising question process. The cartographic support is the material and cultural substratum of this process, allowing the location, orientation, and discrimination of the educational itinerary boundaries to be crossed by the student with the teacher’s help. In raising questions on controversial social issue, the association of ethical, scientific, political, economic, and cultural multiple coordinates with the rational and stable knowledge taught and reproduced in school changes the set of conditions and data mobilized to constructing or solving the problem. The treatment of these complex issues faces reductionist obstacles against the ones that propose a respectful methodological educational strategy from the plurality of argued and divergent positions. In a democratic school ethos and averse to normative injunctions, neither receptive to relativisms that prevent a dialogic opening about the experience founded on intersubjectivity, educating for raising questions in life in society involves regulatory and prudential dimensioning of the facts and values immersed in it. This exercise, to be carried out together by the education professionals, provides different possibilities of paths and choices to the student leading to ethical self-constitution, which is indeclinable in this problematic world.

The following article starts from a conceptual approach that uses as references the perspective of Fraser and Honneth; Martín et al.; Murillo and Castilla and Escudero, among other authors that have researched around subjects related to justice and social inclusion. In order to interpret them from the Ecuadorian frame from a teaching formation experience offered by the Nacional University of Education (UNAE) initially in agreement with the Ecuador´s Ministry of Education (MINEDUC) and subsequently with the Technical Secretary of the Amazonian Special Territorial Circumscription (STCTEA), taking place in the nine provinces correspondent to the different administrative areas from the 2016-2019 period. Afterwards, data bases, pedagogical and governmental, were reviewed to interpret and analyze the information concerning the formation and education access for vulnerable groups that require pedagogical professionalization. From a revindication gaze towards the justice and social inclusion in the frame of access and permanence politics for vulnerable groups to the Ecuadorian educational system, the necessity of this study was defined according to its objective of characterize the participant population in the project Néopass@ction©: a cooperate experience of video-formation for the pedagogical professionalization in Ecuador, linking the following variables: ethnic, genre and age self-definition, according to the requirement of pedagogical formation at the national level and the coverage bring trough the distance education modality.

From the systematic review of the literature, observing the Prisma recommendation, this article analyzed how the literature present in the annals of the Congresso Internacional de Educação e Tecnologias e Encontro de Pesquisadores em Educação a Distância (Ciet:EnPED) has addressed the skills Tpack proposed by Mishra and Koehler in the construction of virtual teaching knowledge. Searches - using the descriptors (a) Tpack, (b) TPCK, (c) technological pedagogical content knowledge, (d) technological pedagogical content knowledge, (e) Mishra, (f) Shulman, (g) teaching knowledge and (h) knowledge base for teaching - resulted in the selection of six articles that addressed the Tpack in the performance of the virtual teacher. The analyzed articles indicated that the theoretical model Tpack is shown to be viable to understand the process of appropriation of the use of technologies in education by teachers, also serving as a source for the construction of virtual teaching. In addition, the results achieved by the analyzed articles corroborate the postulates proposed by Tardif (2012) and Shulman (1987), suggesting that the knowledge base for virtual teaching is formed by a set of knowledge resulting from training, experiential learning and knowledge constructed in the interaction with peers. Since this review was in keeping with the annals of Ciet:EnPED, it is suggested that future studies use other databases to verify whether the results described here are replicable. In addition, it is suggested that new research examines the factors that interfere in the performance of the virtual teacher, deepening the understanding of the process of construction of virtual teacher knowledge, as well as possible differences in the knowledge necessary for virtual teaching due to the different professionals that compose the team.

In today's world, students need to master a set of different skills, that enable them to co-live in this new social, cultural, economic and political order. In this context, it is increasingly important to articulate school curricula with the use of digital technologies as a means of promoting these competences, as stated by international entities, that advocate the need to create new learning scenarios. It is one of these new scenarios, enriched with different digital applications - Kahoot, Mentimeter, Plickers and EdPuzzle - which we intend to analyse, describing its impact on the academic self-concept of elementary students, based on a qualitative analysis of their perceptions. The results show that this scenario, anchored in a model centred on learning and skills development, can have very positive effects on students' academic self-concept in the different dimensions considered: motivation, task orientation, confidence in their skills and relationship with colleagues.

In this essay, from the contributions of the Philosophy of Difference and the appropriation of the idea of genius loci, we discuss the text in order to inquire about the place of difference in education for all people, having difference and freedom as human values. In ancient Rome, it was thought that every independent being had a guardian spirit. A spirit that brought life to people and places, and that kept them company from birth until the final day. This same spirit also affirmed the nature and essence of people and places. This is the concept of genius loci that we have embraced for this article. The unique presence of the genius loci matters in event, movement and autonomy. The places are liable to change while the genius loci is not conditioned to change the place or disappear. In the revolutionary and hopeful horizon of those who choose to defend and fight for a liberating, democratic and inclusive education for all people, the 'genius Difference' invites us to the resilience and empowerment of each educator to make a difference in the human constitution of those who arrive into your hands as your apprentices.

The present study aimed to identify teachers' understanding of active methodologies before and after a training course, as well as their evaluation and possible use in the school context. The study subjects were 21 teachers from the final years of elementary school in a municipal public school. To this end, a training course was proposed to discuss the use of active methodologies in the school context. In the first and last meeting of the course, a questionnaire was applied to verify the teachers' understanding of active methodologies, their use in the school context and the teachers' evaluation of the course. This was organized according to the availability of school hours, divided over five meetings, one each week in a row, and its organization was based on the methodology of problematization with the Maguerez arch. At the end of the course, there was a broader view on the part of teachers about the understanding of the theme, where they report that active methodologies are more related to solving students' daily problems, focusing more on the teaching and learning process than using teaching strategies, as seen earlier. As for the evaluation of the course, the professors believe that it was positive and dynamic, and claimed that the next ones could take off more hours to deepen the discussions. In this sense, the importance of carrying out actions that offer teachers the expansion of knowledge, as well as new learning related to teaching practice, is emphasized.

Unlike films and, in particular, historical films, which have earned their place as a source and as a resource for teaching history, cartoons are still little used in the school environment and as a document. Therefore, this article aims to discuss the use of cartoons in history teaching, focusing on medieval history content. The article analyzes two episodes, one by ‘Felix the Cat’ (1960) and another by ‘Totally Spies’ (2001), selected by treating the Middle Ages. The study took into account the visual elements and dialogues of both cartoons, comparing how each approached the medieval theme. It is understood that cartoons are more suitable for day to day of class, when compared to feature films, either for the duration or for mobilizing a language closer to the age range of the elementary school student. It is observed that the cartoons illustrate a series of aspects of the social and material life of the medieval period, as well as expressing different conceptions and contemporary appropriations about the medieval. It is expected that the article can contribute as much to the appreciation of the use of cartoons in the school environment and for the provision of some ways to approach the contents of medieval history, rich media and sometimes undervalued in the Basic Education.

This article, inspired by research carried out by the authors, Graduation course in Education at a public university in the State of Rio de Janeiro, brings reflections about the contributions of Online Education to the  formation of citizen-author subjects, as a form of struggle and resistance to global challenges  and local turbulences, intensified with the implementation of a development model aligned with the demands of the market, which ends up instrumentalizing and weakening public education. With the support of the complexity paradigm (Morin, 2014), the authors take, as references, the focus of research with everyday life (Certeau, 2018; Alves, 2008), based on pedagogical practices; in multi-referentiality (Macedo, 2012); and in research-training in the context of cyberculture (Macedo, 2010; Santos 2019). The curricular acts generated throughout the research supported by various devices and articulated to the Facebook social network, allowed literacy practices, involving multiple languages, semiosis and media, as well as plurality and cultural diversity, were intensively worked , making transparent the contributions of online education to the development of reflexive-critical thinking in the training of actors and authors, with a view to autonomous and citizen education.

For poor brazilian women, in addition to the prejudices typical of a society that bears deep marks of the racist and oligarchic model of a enslaver elite, there is add to gender discrimination fueled by patriarchy. We know that they face enormous difficulties on a daily, as data indicate that Brazilian women have lower wages than men, accumulate formal work withal domestic work and suffer from violence of various types. For rural women, this reality may be even more emblematic, as work in the domestic space get confused with field work. Also we can't forget the huge number of women who are outside the formal labor market. This text makes a theoretical reflection, seeking to contribute to the construction of another epistemology that points to a process of autonomy and emancipation for poor women. For this, it seeks a dialogue between decolonial thought, popular education and feminism, with the objective of contributing to the construction of a latin american feminist educational thought.

This scientific paper aim to show that within curricular matrix of the graduation courses, the supervised curricular intership is presented as a fruitful condition to face the contemporary concerns of the educational field which manifest themselves with the input of the cyberculture. Underpinned in official documents about curricular intership; in studies about teacher training; and, on the concept of ‘informational literacy’, the scientific paper debate on the following question: How are the future teachers preparing themselves to lead educational processes aimed to students with partial continuously attention? In its conclusions, the scientific paper underscores the importance of the curricular intership in the face of demands of a broadly connected society, especially, with respect to students’ reactions of the Basic Education to the stimulus who they receive of the world around they and of the informational world.

In this reflection text I develop a discussion centered in the tensioning between pedagogical intentionality and tradition as an important task in teacher action. From theoretical and experiential teacher training sources, I point pedagogical intentionality as deeper educational tool then tradition when faced with a tensioning process. By argumentation process, based on facts statements, position taking, and theoretical articulation, I present qualitative methodology carried out in this text. In this sense, I made differentiations between pedagogical intentionality and tradition from others authors and the reflection specificities. Teachers’ actions and school subjects are problematized in terms of pedagogical intentionality and tradition differentiations to direct the tensioning as educational principle to think about in teaching both in general education and specifically in science education. In the end, I assume in the reflection the tensioning process more productive then using pedagogical intentionality and tradition separately and reassert my intention to problematize and contribute with knowledge production in educational field, particularly in teacher training.