Repositório RCAAP

The main objective of this article consists of promoting a reflection on the research of the officialization of the Portuguese language in the documentation of the D. Dinis administration legislation, as one of the main strategies for strengthening the power of the Portuguese crown in this period. Since Frei Francisco Brandão in Monarchy Lusitana, highlights the action of the king to order the translation of several works in other languages to portuguese and the dionisino interest in enriching the common language and its use in Portugal. This monarch took over in a troubled period for the Portuguese crown, since his parent had breached some agreements with ecclesiastical power for the benefit of the crown and Lusitanian territoriality. In this way, it remained for him to reestablish peace and animosity with spiritual power and to remove the kingdom from the papal interdict, as well as to inspire reliability and security to the society of his time. The Dionysian administrative and diplomatic approach led him to the creation of an identity that would allow for uniqueness among the Portuguese. Thus, the strands of relationships that are tied and shape government actions by D. Dinis, open the way for us to evidence the existence of a national identification process, constituted through the institution of Portuguese as the official language of the legislation records, delimitation of borders and effective search for royal autonomy, in the political and economic spheres.

The article focuses on union action and the continued political-pedagogical training of teachers, specifically analyzing the potential contribution of the Revista Retratos da Escola, a publication of the National Confederation of Workers in Education (CNTE). The main objective of this article was to map the editors in the light of the contemporary educational environment, in order to characterize the magazine's potential to present the national context for the school reality, which is proper to the debates of a national union organization. The documentary research has as its source the editorials of the publication available in the world computer network. The text is structured in three axes: considerations about the political formation of teachers; brief history of the magazine; mapping and analysis of its editorials. The magazine offers a historical and political analysis of the Brazilian educational reality, articulating it with the social conjuncture; it transits among the themes of the national agenda and demands, which are specific to the school, which is possible considering that both one and others are the fruit of social tension; it offers a historical record of the advances and setbacks in the country's education, which will also contribute as a record for the new generations of teachers of the political processes, the global educational policy movement, in which the struggles are stopped, advances are built and setbacks are generated for the category in the country.

In this article, we started from the understanding of Art as knowledge in the education of the pedagogical teacher and, for this purpose, the study of Art teaching in the education of academics was delimited as an object of investigation, based on the courses of the Instituto Tocantinense de Educação Superior e Pesquisa Ltda. (ITOP/Palmas) and from Federal University of Tocantins, Miracema Campus. The investigation was based on bibliographic, documentary and field research; intended to analyze what is the contribution of the discipline of Art to the enrichment of human formation and the creative and critical capacity of the academic and aimed to unveil the theoretical-practical conception of Art teaching in the teacher-pedagogic training policy. In the course of the investigation, by adopting the method of historical-dialectical materialism, the socio-political and educational approaches were combined with the analysis of the specific aspects of these two courses, with regard to the teaching of Art in the education of the pedagogue. The methodological process, as an investigation strategy for field research, was applied to the students of the courses under study. In the research it was found that the approximation of the academics with the Art happened, mainly, in the schooling process;  who understand Art in a practical and utilitarian perspective, with a character of more instrumental formation than of human formation. Therefore, their teaching in the process of educating the educator must contemplate the understanding of Art as knowledge and not as a technique, since the epistemological and pedagogical concept that is defended is that of Art as knowledge and creation and its possibility of formation and humanization of the subjects.

What possible types of knowledge or devices develop from research in the History of Education for in-depth understanding and the assessment of impacts of the Covid-19 pandemic in School Education? This question was answered by renowned researchers in the field of History of Education: Agustín Escolano Benito (Spain); Alicia Civera (Mexico); Andrea Bennett-Kinne (USA); António Nóvoa (Portugal); Antonio Romano (Uruguay); Carlota Boto (Brazil); Cynthia Greive Veiga (Brazil); Diana Gonçalves Vidal (Brazil); Gizele de Souza (Brazil); Grace Oluremilekun Akanbi (Nigeria); Heloísa Helena Pimenta Rocha (Brazil); Justino Magalhães (Portugal); Kate Rousmaniere (USA); Linda Chisholm (South Africa); Marc Depaepe (Belgium); Marcus Aurélio Taborda de Oliveira (Brazil); Maria Teresa Santos Cunha (Brazil); Myriam Southwell (Argentina). Answers are given in full and they have been distributed within five non-compartmentalized themes in text organization: 1) Suspension, decline of the school model; 2) Territoriality and the right to education: South Africa, Argentina, Brazil, US and Nigeria; 3) Places-spaces, times and materials of school cultures; 4) Health and divergent sensitiveness in education; 5) De-schooling, old innovations and present time between impositions and resistances.

The professionals who teachs History, at any level in which their teaching is exercised, are increasingly threatened in their activity and challenged in their essential condition of exercise – the mobilization of the public – by a growing sense of contempt for the past, especially the more remote, within the framework of capitalist societies that are only recognized in projections for the future. To this we dedicate, more and more, our greatest feeling of empathy! The ‘daily dismantling in the air of any and all expressions of historical solidity’ frees us from the feeling of the weight of time on our backs, accelerating history in a present that is experienced as a constant change that only links us to the future, only projects us ahead. Historicity increasingly seems to reside in science fiction, and past tense in novels that celebrate a lost world or that may not have even existed! In view of this scenario, historians in general, and medievalists (and antiquists!) in particular, need to reflect on the conditions, perspectives, practices and meanings of the study and teaching of our ‘time slices’ in all levels of education in Brazil. How is the present and what will be the future of this past in the intellectual formation of Brazilians?

This work investigated the panorama of studies that focus on the role of black intellectuals in scientific productions in the field of Education, evaluated as those with the greatest global impact by one of the main institutions for the promotion and monitoring of Brazilian scientific production. Specifically, this study aimed to: understand the scope of the theme in the main vehicles for scientific dissemination; analyze the approach to this issue in the studies published in these spaces for the socialization of knowledge; and evaluate possible trends and theoretical gaps in this field of research for prospective scenarios. From a methodological point of view, this consists of a qualitative and systematic review of the literature. To this end, journals evaluated in the Education area by the Coordination for the Improvement of Higher Education Personnel (Capes), with stratum A1, were used as databases in the scope of the 2013-2016 four-year evaluation. One by one, all the numbers of the 69 magazines listed with strata A1 were consulted on the Capes Web Qualis portal. As a result, it was found that only 11 journals had socialized any study focusing on the theme of this investigation. Throughout the numbers published by these 11 journals, it was possible to find 18 studies that shed light on the contributions of black women to the field of Education. From the analytical resource of the systematic literature review, it was possible to confirm that racism and machismo are structural within capitalist society and that this is a latent field of investigation, whether at national or international level.

This paper aims to study the Basic Education professional training for school management through the curricular proposals existing in 10 (ten) Pedagogical Projects of Pedagogy Courses from 06 (six) public universities located in the States of Ceará and Rio Grande do Norte. As a guiding question, we point out: what do Pedagogy Graduation from public universities in Ceará and Rio Grande do Norte propose, at the level of the official curriculum, to undergraduates regarding school management? From a methodological point of view, we use the qualitative approach and documentary analysis. The research shows that, among other aspects, the professional profile desired in these universities is presented, in most official documents, with a generalist approach to management, linked to educational management and not to school management, with a focus on school. We also highlight that, in most graduation courses, there are few curricular components with an emphasis on the different areas that make up the management of school educational processes (school management, pedagogical coordination, among others). The official curricula analyzed affirm the perspective of generalist education discussed in educational history for Pedagogy Graduation courses.

The object of this study is the biography of Maria Lúcia de Sousa Montenegro, she became known socially as Sister Maria Montenegro, a nun who dedicated more than 60 years of her life to education, exercising the functions of teacher, educational counselor and director. The objective was to understand the professional performance of Sister Maria Montenegro as a manager in the educational scenario of the second half of the 20th century, in the city of Fortaleza, Ceará (1969-1987). The study is supported theoretically on Cultural History, by developing a research of the biographical type that used Oral History as a methodology. The thematic interviews, conducted with five collaborators, were recorded, transcribed, textualized and validated, then interwoven with documentary sources - books, newspapers, biographical record, curriculum vitae. The results showed that Sister Maria finished primary education in a school group in the city of Quixadá, central hinterland of Ceará and then moved to the capital to take the normal course at Colégio Justiniano de Serpa. At the age of 19, she entered the religious life, becoming a Sister of Charity and dedicating herself to instructing young women of the society's elite, as a teacher and director of the Colégio da Immaculada Conceição. He used his prestige and social recognition to then dedicate himself to the education of the poor in public schools Cristo Redentor and Patronato Sagrada Família, located on the outskirts of the capital. Sister Maria Montenegro won prizes and honors, however, her memory did not win due preservation, even though it crosses the history of Ceará's education, allowing a better understanding of it.

This research addresses the challenges faced by teachers and students as a consequence of the COVID-19 pandemic, highlighting the psychological impact associated with the sudden need to adopt digital teaching tools in everyday school life. Studies of this nature are necessary to support preventive and/or therapeutic actions aimed at coping with emerging changes. Therefore, we intended to understand the current scenario of distance education and how it interferes in the mental health of teachers and students, in such a way as to enable them to deal with this new context, which tends to remain active beyond this pandemic. We performed a survey of publications in the Web of Science and Google Scholar databases. Thus, we found and analyzed eight field studies on the topic. The main difficulties reported by research participants refer to problems related to the adaptability of computer programs, the adaptation of teaching strategies to the digital model and the need to teach, simultaneously, distance and face-to-face synchronous classes. We found reports of exhaustion, anxiety, stress and fear due to the possibility of job loss and/or exposure to the virus, besides overload of work. As a gap in the literature, we noted an absence of studies on the topic involving teachers and students of elementary and high school in Brazil and abroad.

The reflection on the impacts of contemporary educational policies on the work and training of teachers indicates the advancement of the neoliberal perspective that denies the condition of these professionals as persons and intellectuals, trying to reduce them to the figure of technicians who adapt to regulatory strategies and seek achieve better results, with fewer and fewer resources. Dialectically, formative experiences guided by valuing the knowledge, trajectories and experiences of these subjects have also been recorded. This text aims to reflect, from the dialogicity and its principles, on the limits and possibilities of learning of the teaching profession in the face of the influences of the current educational policies. Through reflective dialogic circles carried out with thirteen teachers, aspects that articulate life, training and work were discussed. The results, analyzed from Freire (1967, 1987, 1996, 2000) and other authors who present dialogicity as a theoretical, political and methodological perspective, point out that the learning of the teaching profession, in the current context, demands a critical and problematic orientation that guide the Limit Situations that brake the possibilities of humanization and the Unviable Viables that result from hoping as a political and ethically situated attitude towards the profession and the context in which it is inserted.

The democratization of education brought forth the need of reviewing school organization design to comprise society and individuals’ plurality of profiles and expectations. In school universe, this diversity of profiles covers not only students, but also teachers and other actors. In such a scenario, one redesigns educational and pedagogical practices and processes (Alarcão & Roldão, 2008; Brzezinski, 2014). This reconfiguration directly influences teacher’s education, highlights both how it is necessary for school to turn itself into an education space and the importance of the pedagogical counsellor to make it happen. This article, based on the contribution of Lomonico (2005), Franco, Libâneo and Pimenta (2011), Almeida, Souza and Placco (2016), focuses teachers’ education as an assignment of the pedagogical counsellor, specially, in public school context. This article takes into account the pedagogical counsellor assignments as prescribed by law and his/her daily activities (Malinoski, 2014). Therefore, it aims to clarify which actions, concerned with teacher’s education, are accomplished by pedagogical counsellors. Based on the results of descriptive studies marked with qualitative features (Gatti & André, 2011), whose data were produced from semi structured interviews with pedagogical counsellors who work at public schools of Duque de Caxias City/Rio de Janeiro. Results indicate that the interviewed pedagogical counsellors understand teachers’ education as one of their assignments and as essential to turn school into a space for citizenship education and reiterate their intention to be more attentive to this issue. In despite of this, they report that administrative and teaching assistance activities disturb their work routine, what causes difficulty to the proposition of more systematic and less haphazard education actions. As a result, it is possible to verify that a broader understanding of the teachers’ education as an assignment of the pedagogical counsellor implies the interconnections among the prescribed, the intended and the accomplished issues.

The objective of this study is to identify, from a comparative perspective, how the choices of professionalization and universitarisation of teacher training have been translated into the programs of Initial University Training and into vocational training systems, adopted at the Regional Centers of Education and Training (RCET). By adopting the typology of Tardif and Borges (2009), we analyzed and compared the formal knowledge domains to the teaching knowledge base present in the training programs, which teachers should acquire during initial training, and then professional training. As a result, 95% of the initial training program is devoted to academic studies and only 5% is reserved for vocational training. While professional training at RCET takes place according to a modular system (40%) alternating with practice (60%) according to the practical-theoretical-practical paradigm. The processes of professionalization and universitarisation of teacher training according to the Moroccan model evolve independently of each other in the absence of harmony, coherence, and complementarities, between the professional knowledge relating to the training systems adopted in RCET, and training programs offered at the university. This is an organizational, pedagogical and professional problem that can only be resolved by the affiliation of RCET to universities in order to ensure consistency, articulation and complementarities between university education and professionalization in respect of on the one hand the provisions of the national charter (2000) and the framework law (2019), and on the other hand the Bologna declaration (1999).

The text brings a documentary analysis about the ‘CONSED-2017 International Seminar Report’ and is part of a broader research that seeks to understand how external evaluations interfere with educational management. Therefore, this work seeks to understand the educational policy agenda of the state systems, through the agreed proposals for the evaluation of education. The aforementioned document was selected with the objective of identifying public information that records the political actions of state evaluation systems. In this sense, the report in question can be considered a reference for understanding the theme, since it compiles the discussions and consensus of the Working Group of representatives of all state education departments in the country. The theoretical-methodological path was carried out in a dialogical perspective with the referenced authors and exploration of the specified document, driven by the problem of identifying what is underlying and not manifest in the proposals of the GT_CONSED Report: Evaluation of Basic Education. It is concluded that the document reflects a thorough diagnosis of state evaluation systems in partnership with private name institutes, highlighting the redefinition of the role of the state. Also registers a proposal that allows the integration of the evaluation systems of the federation units through the creation of consortiums in a gradually way.

The text aimed to understand the limits and the training possibilities enhanced by democratic management in the context of prison education. With a qualitative approach, based on the multiple case study method, the investigation included as a technique for collecting information: document analysis and interviews with two school administrators from a Youth and Adult Education Center (CEJA) and three administrative managers from prison units that offer Youth and Adult Education (EJA) classes in the municipalities of Capistrano, Ocara and Pacoti, in the Maciço de Baturité-CE. The interviews revealed the search for a shared work between the school management of CEJA and the administrative management of prison units in actions aimed at education in the prison context, but also some obstacles, such as the lack of structural and human resources. The data set revealed the potential of democratic management, triggering the collaboration of the diverse involved with the pedagogical work in order to enable a quality education for the Private Person of Liberty (PPL), understanding it as a human being capable of learning, reinvent itself and rewrite a new life story, with socio-professional reintegration. It is concluded that the concept of democratic management articulated to the principles of collaboration between school management and administrative management favors the realization of a re-socializing formation. The survey also showed a lack of public policies that effectively ensure the provision of education in prison in order to guarantee prison well-being and social reintegration.

The study on screen takes a look at the teaching work of teachers in Basic, Technical and Technological Education (EBTT) working in university early childhood education, seeking to analyze the performance, training and career and the constitution of their professional identity. It is based on the analysis of the subjectivity of teaching work and the constitution of the identity of the teacher based on the logic of productive restructuring of capital, in a dialectic perspective. The set of reforms implemented in Brazilian education in recent decades, directly impacted the teaching performance at all levels of education, causing significant changes in their daily practices and professionalism. For those who work in early childhood education, the effects are even greater due to its nature and an identity still under construction. The study takes a theoretical-critical line, adopting a qualitative approach, using bibliographic research as a procedure, centered on research and theoretical discussions on training, professional identity, career and teaching productivity submitted to the logic of capital and on the nature of the Child Education Units (UEI) and their professionals. The results point out the contradictions and dilemmas experienced by EBTT professors inserted in a federal teaching career, submitted to the demands of high productivity in the triad teaching, research and extension for performance and progression, in addition to the need for continuing education to guarantee promotion and recognition career. The definition of the profile of the early childhood educator, in general, and his / her training are still in the process of constitution, which, together with the precariousness of work, for the EBTT teachers of the Child Education Unit (UEI) of the Federal University of Alagoas, the affirmation, appreciation and recognition become expressly posed challenges, in the search to build their careers and professional identity.

Editorial referente aos artigos da Chamada temática: "Redes Educativas e os desafios atuais da Cibercultura"

Myths are shared narratives that refer to a cultural memory. The allegory was one of the resources used to validate its plots, which was very useful in the educational process and in the transmission of values that were desired hegemonic. A little-known writer who made use of the myths was Lucius Annaeus Cornutus, from the family of the Stoic philosopher Seneca. In his mythology book Epitome of the theological traditions of the Greeks, Cornuto presents a propaedeutic and pedagogical function, in which the writer seeks to teach ideas established among the Stoics through mythology, linking myths and possible etymologies of words. Such epitomes were very common in the Roman Empire and their function was to provide accurate information to the senatorial and equestrian aristocracy, being a manual with ideas present in Roman Stoic circles. The Hermes myth will be analyzed in view of the cultural values ​​cultivated for the formation of a pious Roman citizen. It’s a fertile field for historiographic analysis. Worshiped as the merchants and trickster’s god, here it is the deity of words that elevates the strong man to occupy decent spaces in society. The pedagogical proposal of this writer the understanding of myths with the philosophical understanding and the ancient narratives kept in the Greco-Roman memory would be the ideal source of knowledge for the formation of the Roman citizen.

The present and the future of education are awaiting urgent change. Those who can make this change possible are the teachers themselves, their way of understanding themselves, affecting their own educational identity. The purpose of this essay is to approach the development of their own identity, which must be present from the beginning of the training of future professionals, encouraging students to reflect on their own previous educational experience. This identity will be developed, in their formative process and will deepened during their professional trajectory, though the theory-practice reflection. We present a model of teacher-educator, expert in humanity, capable of growing himself and accompanying others to display all their possibilities and they learn to look at themselves and at reality, to influence and transform. It is necessary to prioritize a curriculum that puts educational theories with own life.

It is sought, through a genealogical perspective (Foucault, 2015), to present the window game that configures the establishment of Specific/Special Didactics of Chemistry in the courses of formation of Chemistry teachers in Brazil. The analytics proposed here follows the historical line of the conformation of a notion of Didactics from the perspective outlined by Comenius (2006), going through the production of archives that materialize its development in the national scenario, until the displacement of General Didactics, originated from Pedagogy, for Specific/Special Didactics, located in the other degrees. The intertwining of these forces follows the bias of the emergence of Specific/Special Didactics of Chemistry in the Brazilian scenario, with the inheritance and promise-slogan that the mastery of didactic techniques would guarantee the formation of a teacher capable of teaching everything to everyone.

The present manuscript refers to the translation of the introductory text of the Routledge Handbook of Physical Cultural Studies, edited by Michael Silk (University of Bournemouth, England), David Andrews (University of Maryland, United States) and Holly Thorpe (University of Waikato, New Zealand). The book is composed of 58 chapters, organized in nine sections, with a total of 610 pages in English, bringing together 89 researchers from different countries, with the aim of presenting the state of the art of Physical Cultural Studies/PCS. As an outcome of British Cultural Studies and as a complement to the Sociology of Sport, the PCS is concerned with identifying, understanding and intervening in the power relations materialized in the complex expressions of physical culture (such as sport, fitness, dance, leisure, among others), from contextual analysis of physicality crossed by social lines of difference. It is from the introduction of the book that historical, epistemological and methodological aspects of the PCS are provided, showing efforts for a definition of this field, as well as initial systematizations that concern the act of ‘doing PCS’, through eight dimensions that compose it (empirical, contextual, transdisciplinary, theoretical, political, qualitative, self-reflective and pedagogical). Finally, with this translation, it is expected to expand the access of the Brazilian academic community to the introduction to the PCS, in its fundamental aspects, through themes notably focused to the body and on the relations and effects of social power that cross physical culture.