Repositório RCAAP

This article presents the results of a survey whose purpose was to analyse profiles from fitness muses on Instagram, social networking application which allows photo and video sharing. The main argument developed is that these muses use perfect bodies pedagogies as a visibility strategy. The theoretical field was defined from cultural pedagogies and cyberculture studies, specially, the concepts of visibility, spectacularization of the self and hyper-consumption, around mobility culture in which perfect bodies are shown and consumed as commodities, uninterruptedly, on screens from technological devices. The method used was a qualitative research, with a descriptive and analytical approach. The survey concludes that the fitness muses use Instagram to make their feeding and physical exercises routines spectacular, and to promove, among their followers, their lifestyles through healthy and perfect bodies pedagogies.

This text results from research developed in the Postgraduate Program in Education at the Tiradentes University (Unit), in partnership with the University of Aveiro, Portugal, in 2019 and 2020. The objective sought to describe how the Visualization of Data (VD) is represented in the analysis of qualitative data with the support of Qualitative Data Analysis Software (QDAS). To achieve this objective, we reached the inclusion/exclusion criteria. Seven software frequently used today, trying to understand the most frequent representations of HV in QDAS, their structuring, and how they can contribute to the phases of organisation and analysis in a scenario that can vary from small to large amounts of data. The results show that the QDAS can help the researcher visualise the qualitative data analysed with transparency through data visualisation representations that stood out in tables, charts, maps, and representations with movements. During the analysis, it was also observed that each software offers representations in different ways. The type of user/researcher interaction with the generated representations has been an exclusive phenomenon of digital technologies, which visually improves how scientific production knowledge can better circulate knowledge production.

Digital technologies are increasingly embedded in people's daily lives, bringing about changes in the society. In particular, building the concept of industry 4.0, which presents itself as a real, new and urgent demand. Faced with this reality, it is important for educational institutions to follow the ongoing technological revolution. This phenomenon is not new, other industrial revolutions have already occurred, and in each one of them implications have arisen for the curricula of the engineering courses, so that they could prepare subjects to act in accordance with the industrial technologies. This requires that teaching processes be resized in order to prepare subjects capable of dealing with the emerging challenges. In this context, the aim of this article is to present an exploratory study on how some of the emerging industrial technologies can act as a starting point for the resizing of teaching practices in engineering training. Starting from the identification of some scenarios for the insertion of technologies in the classroom, we tried to signal the route that we need to go along, with the intention of meeting the demands that the fourth industrial revolution presents us with. We have inferred that we need to know the operationalities of technological and computer resources in order to create didactic dynamics that use the potential of these resources for the development of learning. As a preliminary result of this work, we show the evidence of the role of computer thinking and computer transposition as relevant conceptual elements for the creation of pedagogical dynamics to compose the engineering curricula in the technological context of industry 4.0.

This text is the result of one of the collaborative researches, related to teacher training, developed in partnership with Basic Education teachers who participated in an Umbrella project, carried out in the period from 2014 to 2019, by the research group that we coordinate, within the scope of programs stricto sensu graduate courses from universities in Brazil and Colombia. Based on the epistemology of complexity, it aims to reflect on the training of teachers to work in the context of cyberculture, consisting of technological and linguistic complexities, and characterized by the multiliteracies that weave the citizen life of teachers and students. Collaborative research was adopted, in this study, as an educational and scientific methodology and principle, of political-educational quality, and Discursive Textual Analysis was the basis for the analysis and interpretation of data. The results obtained, from a semi-structured interview, carried out between February and May 2019, with six teacher educators, working in Higher Education and / or in Basic Education, lead to the conclusion that teacher training needs to articulate the pedagogical, political and cultural for teaching in a school routine marked by uncertainties and conflicts that take place in the social, science and technology fields; the diversity of culture and languages; by the polyphony of conflicts that impels the teacher to understand the meaning and the social place of the school. This reality challenges the teacher to train for the problematization, coping and collective overcoming of challenging situations, among them, that of educating in the context of complexity that manifests itself daily in cyberculture.

This article is an excerpt from the doctoral thesis, still in progress called: ‘Fact-checking education: identification, production and combat of narratives in networks’, which aims to understand the context of the emergence of fake news and its repercussions in society, and in education to develop research-training methodologies in times of post-truth (Santaella, 2018). Here we present a discussion on the theme of fake news from a theoretical-methodological repertoire of research-training in cyberculture and we present the research device Reglus as a proposal for pedagogical practice in cyberculture. The field of research is the daily routine of the ‘Informatics in Education’ discipline of the distance education degree course at UERJ / CEDERJ / UAB and this option is given by the perspective of investigating how this war of narratives has been changing the ways of acting and teacher education and it manifests itself in the studies of the phenomena that emerge from cyberculture and its appropriations by cultural practitioners, as well as the proposition of a dialogue between teacher education and the new forms of socialization and contemporary learning.

The production of scientific knowledge leads to an understanding of how a body of knowledge legitimated as Science is elaborated. In the productive plot, the role of the researcher in the research and dissemination of the knowledge produced is highlighted. In this perspective, the researcher uses research as an instrument for the development of Science and dissemination in response to the social function of knowledge. Producing and disseminating are essential stages of the research process. This study aims to understand how researchers of graduate programs at a public university in Bahia understand the role of scientific divulgation and present the context of Cyberculture and Artificial Intelligence as enabling the act of scientific divulgation. It constitutes an excerpt from empirical research that focused on the researcher and scientific dissemination. The data were collected through interviews with three professors/researchers from graduate programs and are analyzed comprehensively. As a result, it appears that researchers recognize the cyber and Artificial Intelligence context as fruitful to socialize the knowledge produced, but do not feel available and responsible for such a task. It is concluded that the understandings of researchers about Science draw the ways used to produce knowledge and support the behaviors related to scientific divulgation. Giving visibility to Cyberculture and the context of Artificial Intelligence, as a space-time for the socialization of collective knowledge and action, contributes to the approximation between researcher/society and science/culture.

In the present work we aim to identify and map the teaching and learning trends in Art materialized in the Pedagogical Political Projects (PPP) of the initial teacher training courses in this field of knowledge, in person, in Public Higher Education Institutions, in the State of Mato Grosso do Sul. Such mapping is based on Theodor W. Adorno's definitions of training and semi-training. It is a basic exploratory research, procedurally characterized as documentary, with a quantitative-qualitative approach, that is, which aims to investigate the degree to which Art teaching trends are presented and in what ways these formative paths, expressed in PPP´s, they are constituted as tendencies of teaching in Art in the proposed curriculum of these Pedagogical Political Projects. As a methodological path, we developed the study in three distinct and intertwined stages, namely: a) data collection from higher education institutions, in which we obtained the Political Pedagogical Projects that guide the undergraduate courses in Art in the State of Mato Grosso do Sul, b) analysis of these documents according to the trends of Art teaching characterized by Maura Penna (1999) and c) textual production presenting the obtained panorama, with theoretical and critical considerations. The results point to the risks found in a semi-formation, when there is an imbalance of one trend to the detriment of another. We hope that this essay can contribute to the emergence of new proposals for scientific work that have as a target your questions to the initial training of art teachers

This paper aims to analyze the multiterritoriality and the knowledge building processes of teachers and students, when accessing the virtual territory. The study participants belong to a full-time public school in a medium-sized city in Minas Gerais State, Brazil. The source of the data produced was a narrative interview. The theoretical foundations are the contributions of Rogério Haesbaert about territory, Gilles Deleuze and Félix Guattari about rhizome, in dialogue with authors who focus on Information and Communication Technologies and their relations with education. The analysis mobilizes the cartography, as one of the principles of the rhizome, and maps the appropriations of the virtual territory of teachers and students, when accessing a network of rhizomatic interactions in cyberculture. The results indicate in the constitution of the multiterritoriality of teachers and students, there are different degrees of informational vulnerability, and different knowledge processes. These processes concern about knowledge in technology, the ability of communication and interaction possibilities due the content production and sharing. The study's conclusions point to the importance of the debate in the education field about the ubiquity movements that demarcate teachers and students knowledge building processes, beyond school learning, in proposing reflexions about the access to the virtual territory marked by subjects identity movement, whose experiences are built in different socioeconomic and cultural conditions.

This article is showing and discussing the data related to an axis of investigation of the research project ‘Cultural Practices and Teacher Education’, i. e. that destined to mapping the cultural practices mediated by digital devices related to students of two in-person Pedagogy courses, offered by a public institution and a private institution, situated in a São Paulo State city. Among the methodological procedures are bibliographical and conceptual research and quantitative data production.  The study, to an exploratory type, collected social and economic data from the form of the National Exam of Students Performance (ENADE). Through a specific instrument collected pieces of information about the use of mobile devices in the classroom, the use of social networks, the relationship to technology with leisure time and consumption and study activity, among others. In the analysis of data are pointed out elements of the process of cultural incorporation and the process of building meanings that, in general, occurs at formative institutions. We hope that the results, besides describing elements of the cultural repertoire of Pedagogy course students', may contribute with valuable information to the thoughts about curriculum issues and professionalization of teaching and, consequently, with the improvement of the education quality. We hope too that in the crisis time, that raise the technology to a significant media communication between people, the data may offer parameters to evaluate its efficacy and its sedimentation as a cultural practice.

Memes in contemporaneity have been playing an important role as one more digital device that acquires new applicabilities and is redimensioned in Digital Culture. When it comes to scientific dissemination, they establish a production of distinct scenarios and new ways of manifesting this web production. The article intends to analyze the production and the reproduction of memes about science. This is possible through the construction of a kind of language that articulates different morphological, syntactic and semantic web elements, such as intertextuality, humor and aesthetic representation. To achieve it, a qualitative research with an explorative approach was conducted in Facebook pages, searching for, among other elements, how a form of scientific communication is created, in a parallel way, through the production of memes, relocating and proposing a new place for the circulation of information, ideas and scientific facts. It is observed that the meme means, through the optics of this work, the production of scientific dissemination that does not necessarily come from an ‘institutionalized place’, but that manifests in the midst of a myriad of new forms of popularizing scientific knowledge. Therefore, it is funded by the idea of a different way of disseminating science, having as outlook the use of digital technologies and the ability of authorship of web users in digital culture.

In this paper we analyze the problem of the reception of the visual arts as a field of knowledge, learning, competences and skills, as it has been formulated in the National Common Curricular Base (specifically for the Fundamental level of Basic Education).  In order to do this, the general and structural aspects of the document are first analyzed, to later focus attention on the way in which the teaching of Visual Arts is designed.  Special attention is given to the interdisciplinary relationships that are established between educational project, didactic conceptions of art teaching and aesthetic theories of the visual arts.  In the final considerations, a general vision of the study is synthesized, specifying the level of importance that the aesthetic and artistic field occupies for the purposes of the National Education project in Brazil.  It also determines the way in which the dimension of the reception of art has been established in the curricular structures of Basic Education, at the project level of a Common National Curricular Base.  The methodology followed has been qualitative bibliographic research and critical analysis.  The results exposed are part of a postdoctoral research, whose object of study is the conceptions of teaching the visual arts in Brazil that focus special attention to the dimension of the reception of art.

. Higher Education has gone through a process of reframing its pedagogical processes, because at the same time the traditional concept of teaching can no longer be accepted, since it considers that the student is not part of the construction and development of knowledge, but only a spectator of the teacher. Currently, active methodologies stand out, as they seek to stimulate students' professional practical learning. This article aims to present how Knowledge Management (KM) practices and tools can be integrated in the planning of a sequence of classes that follows the proposal of Inverted Classroom based on Problems and Orientation through Project. The methodology adopted is of an applied nature with a qualitative approach, with exploratory bibliographical research and case study being carried out in a discipline of Software Engineering course in the face-to-face modality. Data collection was developed through a documentary study of the record of the teacher's classes. The content analysis allowed us to verify the facilities and difficulties of applying the proposed lesson planning. This article demonstrates that the inverted classroom proposal applying PBL and OMP with KM practices and tools can be a pedagogical proposal that allows the KM cycle to occur between students and teachers, both in the classroom and in the virtual mode.

This article aims to propose guidelines for the dissemination of Distance Education (DE) in Brazil, based on the identification and analysis of prejudice against this type of education. Therefore, it seeks to answer the following research question: How can DE be widely disseminated to serve the different classes of society, based on the analysis of prejudice against DE? It is a qualitative, exploratory and field research, carried out through online data collection answered by 100 respondents; and data treatment performed through content analysis. For 78% of respondents, there is prejudice against distance education and the main reasons are: perception that the quality of teaching is low, lack of credibility about the teaching-learning process, lack of knowledge about this teaching modality and resistance to the new. It is concluded that there is a need to implement improvements on the part of educational institutions, for a greater recognition of DE. Thus, guidelines for Distance Education are proposed in order to expand opportunities for education at all levels of society, such as: the need for customization and constant improvement of the quality of material and content; information on the characteristics, forms of interaction and the teaching-learning process in distance education; dissemination of comparative results between DE and face-to-face students; evidence that there is no difference in the level of difficulty in relation to the face-to-face modality; demonstrate concern for students' effective learning and the possibility of using distance education in all areas of knowledge; and to promote teacher training and involvement programs in distance education, in order to make them overcome paradigms arising from classroom teaching.

School education, commonly called Formal Education (EF), invariably lacks support to align with the challenges of the contemporary, globalized, interactive and technological world. Non-formal education (NFE), represented in one of its aspects by museums, presents itself as a strong ally in terms of skill development that actually culminates in a humanized and interactionist educational perspective, a partner of EF. This research investigated the perception of pedagogical coordinators and the manager of the Department of Fundamental Education (DEF) in the city of Uberaba, Minas Gerais, about the approximation between PE and ENF, particularly in the school-museum relationship. We adopted Content Analysis as a theoretical and methodological contribution, according to Laurence Bardin. We used theoretical contributions from exploratory research with a semi-structured interview with the DEF manager and structured questionnaires with the pedagogical coordinators of this segment. The results demonstrate that there is a long way to go in order to align the actions developed by the schools in didactic-pedagogical approach with the museums of the city. Another finding evidenced the lack of knowledge on the part of the pedagogical coordinators about the local museums, despite understanding the importance of an approximation with the school. It is hoped that the reflections brought by this research can contribute to the realization of a more fruitful dialogue between schools and museums, especially within the scope of Elementary Education II.

. The article reflects a research with philosophy teachers from Rio Branco, AC, done at PPGE of the Federal University of Acre. Her theme is didactic pedagogical knowledge of teachers. Its object is philosophy textbook. The following problem was raised: ‘What didactic pedagogical knowledge the philosophy teacher may mobilize to organize their work with philosophy textbook?’ The general aim consist of analyze the place that the textbook takes in the work of the high school philosophy teacher. It is about a qualitative research, which prioritized interview with philosophy teachers as a source of information of object analisys. As a whole the research method is inserted in the context historical dialectical. The theoretical frame is guided on pedagogical criticismo. Thus, with regards conception of education, in Saviani (2005) and Viera Pinto (2010). Regarding to didactic pedagogical knowledge references are Pimenta (2015), Libâneo (2015) and Rodrigo (2009). The results show that didactic pedagogical knowledge of teachers, besides being linked their evaluation the language of the book and the quality of its activities, lead teachers to consider the book as the most suitable material in theory to organize a class, but not enough material. So that, the textbook perform a supporting role. Despite this. In conclusion for the teacher to choose a textbook he should consider still other factors be they community or school factors.

There are several visions and proposals concerning the ways – and the content – to approach teaching History in schools, although it is possible to assert that there is one important consensus among the specialists: Teaching History is much more than simply teach ‘dates’ and ‘events’ expecting students to memorize them, but rather it is about working towards the development of the critical-analytical tools of the students, as well as other different transferable skills and abilities, useful in different situations of quotidian life. Based on this understanding, it is possible to see how History and its processes of learning open themselves to a myriad of possibilities and tools, especially those made available by the advances and the development of digital technologies, increasingly ubiquitous. In this sense, the present article aims at, specifically, discussing the possibilities of teaching Ancient History through digital games. Bearing that in mind, two discussions are presented concerning, first, the theoretical discussions on historical literacy – and the concepts of historicity, temporality and historical conscience – and second, the role of the entertainment industry in relation to these discussions. Concerning this last element, it will be sought to present a commentary on the articulation of the possibilities of working towards a historical education, starting from an analysis of textual and graphical narratives of games, such as Assassin's Creed Origins, developed by Ubisoft.

The text aims to show how we can use the prosopographic method in the field of the history of education. We organized as follows: the first item addresses the use of the prosopographic method in relation to the studies of elites. In this topic, we also emphasize the possibility of prosopography for the analysis of subordinate classes. The second, presents a brief historiographical balance about the use of the prosopographic method in the field of the history of education and, finally, we present an example of the use of the method applied to the history of education in which we analyzed, from the magazine ‘A Maçonaria no Estado de São Paulo’, the biographical profile of 20 Freemasons who carried out educational activities in the public and private spheres. We also highlighted some educational institutions organized and run by these educators.

This article highlights part of the research carried out in the professional Master in Education and New Technologies, in a teaching institution and by the research group of a federal public university, which investigate issues related to the design of inclusion and other aspects associated with creative and collective actions for the implementation of interface design projects for applications and podcasts. From a demand to generate new ideas, procedures were applied for this purpose, to supply different educational contexts. The methodology is based on research-application, through which researchers adopt collective practices to develop and apply to more creative design proposals or problem solving (Plomp et al., 2018). After that experience, three procedures or techniques for generating creative ideas and collectively were studied and applied: Brainstorming; Design Thinking and Sprint. In this way, we seek to discuss in this article how procedures to stimulate creativity can serve to engage learners to implement collaborative projects in the classroom or even for different educational needs that seek inter-subjective relationships and interactions. The following authors are highlighted in the theoretical support: Bender (2015); Behrens (2014); Fleith (2001; 2006), Valente and Almeida (2014), Garcia and Czeszak (2019), among others. The results, still preliminary, guide the possibilities of a framework of good practices that align procedures that generate creative ideas, based on the support of active methodologies, for the development of educational projects, as long as the participation of students is considered positive, consistent and engaged.

The discussions in this article were based on the reports of a group, including students and a teacher, from the 4th period, from the 1st segment, of the Youth and Adult Education (YAE) teaching modality, in the municipality of Araguaína-TO, about the reasons for having given up on studies based on a demonstration of dehumanization and deterritorialization of spaces, bodies and minds. As a result of injustices, vulnerability is confused with personal demerits, because immersed in myths, the interlocutors think that they are responsible for the incidents and recurring bad weather in their lives. Without conditions to exercise citizenship, because they are expropriated of human dignity, resulting from constant and permanent vulnerability, the perspective of the future is overshadowed and without conditions of self-help and altruism, because culturally dependent, the participatory process in the community becomes truncated, bringing harm for individuals and the collectivity. However, they find in the YAE, a space for learning and coexistence, perspectives for overcoming and transforming realities, for building relationships of trust in themselves and in the other and therefore collaborative, enabling greater participation and a sense of belonging in the community. This article adopted participatory research as a method and the culture circle as a technique, which allowed the participants' speech to be problematized, contributing to the construction of the humanization of the subjects.

It aims to evaluate the contribution of some conceptual categories developed by the political philosopher Hannah Arendt to understand the contemporary situation of the discipline of philosophy in Brazilian high school. In the light of the concepts of politics, crisis of education, authority and public space and the historical analysis that relates the emergence of Philosophy with the birth of politics in the Greek polis, it is suggested that the discipline of Philosophy is characterized as one of the mediations at school from the pre-political world to the political world. It starts with the historical analysis of the presence of the subject in the Brazilian school curriculum until it reaches the critique of Law nº 13.415 / 2017 related to the counter-reform of high school. In the writing of this law, the overlapping of private interests in the public sphere materializes, which represents the annihilation of the public space itself. In addition, this law makes the presence of Philosophy in the school curriculum optional. This release reinforces the historical instability of Philosophy's legitimacy in Brazilian basic education, as well as contributes to weaken the school's own role in mediating the transition from the pre-political to the political world. It is argued that, in order to guarantee a space in which human beings can act and speak (proper place for political achievement), the teaching of philosophy should not be extinguished from the formal education of individuals.