Repositório RCAAP

Deaf Children, since an early age, require stimulation to develop cognitive and psychological functions. This study aimed to emphasize the importance of representative imitation in deaf children in the context of playing and its implications on human development. The representative imitation leads to the achievement of desires and satisfies the need of interaction with the object and with people, promoting language, cognitive, social development. In the present study, we observed that when the child pretends being someone else she is playing a role, or experiencing another identity, assuming a character in her life, such as being a teacher. Then a zone of proximal development is established, where the privileged partner promotes situations of growth and learning. That is why playing is relevant to improve the skills and the development of the deaf children.

This intellectual production pursues a greater understanding of the issues that pervade the educational scene, especially the quality practices in early childhood education. Investigations are necessary to understand the desire for governance and quality in childhood education, as well as teaching practices of quality and control that occur in school spaces. Quality educational practices are perceived within this framework of government power relations. Quality is not understood as the desire and need of each subject within their social and cultural context, but rather within a perspective of widespread political, economic, social and cultural desires, resulting in a unification that attaches to national educational quality. Thus, the objective is to investigate the legislation and other theoretical frameworks, the school environment and how quality of education plays out in regulatory practices at the kindergarten level, to understand how standardization and school control through governance takes place

This article is the result of research carried out that aimed to understand how is the construction of the identity of the teacher in higher education during his career and professional development and how it may influence the pedagogical actions developed for teacher training. This construction emerges from the confluence of ideas from a field theory combined with field research with three teachers in higher education that has used as instruments for data collection: semi-structured interviews, participant observation and document analysis, analyzed using the technique of triangulation of information. The findings indicate that the training path influences in different ways the teachers' actions, depending on the perspective that each building with respect to its performance and professional development. We conclude that teaching in higher education needs of a project training and professional development group. We point out the way to go through the orientation of communicative rationality

Current essay contributes towards the evaluation of the Problem-Based Learning (PBL) methodology as a didactic strategy in the formation of students capable of critical thought, collective social activities and social commitment. After analyzing the role of education within the context of social change, research highlights that PBL students experience politics, develop the critical sense and are aware of their reality. Through the solution of problems, a microcosm of real life, the students take a stance by refusing any fatalistic ideology of a reality that they know to be indeterminate and is capable of transformation through their own insertion in the world.  

This study arose from the systematization of the content obtained from listening to teachers of the education network of the region of Santa Maria, Rio Grande do Sul State, about the inclusion of students with Special Educational Needs (SEE) at regular schools. In 2008 meetings were held with the surveyed teachers. These meetings were an open space with appreciation of the spontaneity of each participant, emphasizing the importance of such debate among the participants for a self-training and reflective action on their professional activities (teaching practice). In order to listen to the teachers, we used the precepts of the Freudian-Lacanian psychoanalysis, with a critical and collaborative perspective to identify the position of the professor in the discursive structure of the school, and promote shifts of subjective positions of the teachers in relation to the problems of their students. Finally, we observed that in the construction of inclusive processes we come across obstacles relative to supposed limits and possibilities of the practice (organizational and practical) and to the knowledge about the students with SEE. Thus, considering ourselves as participants, the learning affects and changes us, offering perhaps the transformation of reality. 

This paper seeks to understand the relationship between the thinking of Maurício Tragtenberg and the ideals of the Modern School of Francisco Ferrer y Guardia in the early 20th century, based on the analysis of Tragtenberg’s publications in the journal “Educação and Sociedade” (1978-2008). In these publications, emphasis is given to the approximations between the thoughts of the two authors in defense of an education focused on the interests of the working class, making it a class conscious of the domination processes of capitalist society as well as the possibilities of overcoming them. By denouncing the monopolization of knowledge by private, prejudiced and exclusionary interests – whether religious or in the secular form of the bourgeois state – the education advocated by the authors seeks to lead people through awareness, autonomy and self-management, all of which are necessary for a true democracy. Against training, obedience and ideological manipulation, the authors converge in the defense of an education aimed at freedom, criticism and solidarity

Analysis examines the manner political aspects in foreign language teaching policies in the final years in government primary teaching in the State of Paraná were planned as from the principles suggested by the official document, namely, Primary School Curriculum Guidelines - Modern Foreign Language, that monitors teachers' practice and students' knowledge appropriation. Bakhtin's theories were employed to foreground current analysis. Reflections on Bakhtinian concepts on enunciation, dialogism and polyphony ensued. Methodology consists of case study since analysis deals with a specific pedagogical event. The literature employed in current investigation and the teacher's voices that articulate the elaboration process of Curriculum Guidelines - Modern Foreign Language favors the conclusion that the document is an educational proposal that apparently reveals the collective participation of Foreign Language teachers during its construction. This fact may be surmised by the manner the State Education Secretariat administered the policy activities in the construction process of the above mentioned document.  

Through analysis of some phases and styles in Brazilian popular music that emerged between the 1950s and 80s, this article seeks to identify some alienating biases in the lyrics of songs written in the styles mentioned. The study assumes the concept of alienation found in Marx, translated as a phenomenon involving the alienation of man from his reality, as well as the development of a cultural industry as defined by Adorno. The analysis of lyrics was also part of the Cinema in the University Extension Project of Continuing Education Alumni and Graduates of Vale do Teles Pires Campus. The article points to the need for more observation on the part of society and especially by educators, with regard to alienating traits and/or those intended exclusively for mass consumption, which music production can often assume, keeping in mind a critical analysis of this scenario in order to construct a cultural citizenship.

This article is structured on four thematic blocks: presents a basic understanding and introduction to philosophical hermeneutics; contextualize their emergence and contrast; examine specifically the contribution of speculation for Gadamer's philosophical hermeneutics as understanding; and establishes a reflective approach between hermeneutics and education from its comprehensive scope

This article aims to discuss and analyze media content and use of Information and Communication Technology - ICT in teaching and learning in higher education institutions, reflecting on issues of teacher education. For that, we held a discussion in the literature that presents the difficulties faced by teachers in this new educational reality, raising questions about their training, and how they should act in a way that learning is carried with media students, with support of technologies and media

The objectives of this study were to verify if students of Open University of Brazil approve of mobile learning (m-learning) initiatives, to identify the students' perspectives about m-learning, to develop a model of instructional design for m-learning environments, and to quantify student satisfaction with the presented model. 1,328 students agreed to participate in this study, all students of Open University of Brazil. They were questioned about their perspectives on m-learning at this university and if they agree with this educational model. The students agreed with the possible implementation of m-learning at this university, especially through mobiles phones. Collectively, the main ideas that the students offered to improve the efficiency of knowledge construction were classified into three groups: theory, practice, and interactivity. They also agreed with an instructional design model that was developed and shown to the three groups.

The purpose of this work is to reflect on the current context of higher education in Brazil, providing knowledge of different aspects that prove the importance of ethics in university education and the need to contrast it to the technological development of higher education. For this, at first, we analyze the socio-cultural transformations that occurred in recent decades. The presentation of these transformations makes it possible to know the current trends in higher education from the process of globalization, urbanization, the prevalence of knowledge and internationalization of education. With the passage from the “society of work” to the “knowledge society”, influenced by the development of information technology, started in the mid-twentieth century, knowledge has become a highly marketable commodity. Since then, higher education majors began to be created from the perspective of the market. The opening of the educational market got support in the 1990s, after the implementation of neoliberal educational policies. These initiatives have provided a significant increase in the number of private or private/ commercial HEIs. By understanding this new dynamic that shapes the contemporary world and the influence of public policies in education, this work presents the consequences of the process of commodification of higher education and the challenges faced by universities

In this article we worry at examine some theoretical-ideological and socioeconomic aspects of public policies and education in Brazil, particularly in the context of recent history. These aspects directly involve the state propositions for social policies. The educational policy, therefore, is understood here as a constituent of social policy. The public policies, directly defined and directed by the State, are understood as the result of theoretical-ideological and socioeconomic mediations and are directly intertwined with the process of social production of wealth and, consequently, its distribution and division. The educational policy, particularly undertaken in Brazil since the 1990s, is the articulation and the consummation of economic forces and hegemonic policies that support the propositions which show strong mainstream of liberal or socio-liberal nature and it defines significantly the development of public policies and national education.  

Considering that the use of Augmentative and Alternative Communication Systems (AACS) has been recommended for children who are severely impaired in their development of communicative abilities, it may be assumed that caregivers' attitudes toward AACS would be driven by children's degree of cognitive and linguistic impairments. To verify this, 40 dyads of children with cerebral palsy and their primary caregivers participated in this study evaluating children's degree of cognitive and linguistic impairments through the use of Battelle's questionnaire, and the caregivers' attitudes toward AACS by means of a Likert scale containing 15 items. Results showed that the provider's most negative attitudes toward the use of AACS were found among those caring for children with the most severe impairments.

The cloister of a Benedictine monastery is one of its most privileged and typical places. However, the word for this place did not always have the same meaning, and that space has not always met the same uses. It is our goal here to study the cloister in the context of the medieval West, paying attention to the genesis of the term and the relations this place holds in the religious imaginary of that time and the daily lives of Benedictine monks

The study, which was recently completed, was conducted in the field of curricular history and school culture. The focus was the schooling of disabled people in Brazil. The analysis was based on the comparative study of two curricular documents produced by the Ministry of Education in 1979 and 1999. Studies for/in/with the use of comparative study procedures were analyzed, aiming to detect their theoretical-methodological contributions for the investigation of a curricular, specific, history, as well as the translations of school culture, determined by a specificity - disability. Two analytical categories were selected for the comparison: school time and space. We considered time and space, within the limits of this paper, as the bearers of a logic of their own, a social logic that changes them into a place where human intentions are manifested. From this methodological profile, we inhered that it was impossible to analyze the documents in isolation, by assuming that they would contain translations of a schooling that has produced and has been a product of a curricular history centered on the demands/peculiarities of disabilities, being restricted to the adaptation of pedagogical procedures, as if only specialized knowledge would be able to account for the schooling of those individuals who have different characteristics from "normal" people

The article discusses how the commitment to Brazilian cultural development, combined with a search for national identity through the Northern Literature movement, led Franklin Távora to base his work on scientific theory. The analysis of O Cabeleira unmasks the author's double intention: to rescue national traditions through the history of the first Pernambuco outlaw, and defend the thesis that education could prevent banditry in the sertão. In short, if on one hand the author proposes human and regional development according to positivist ideals, on the other hand he turns back to true values, to sertanejo (inlander) habits and traditions

This paper presents historical aspects of the organization of schooling in cycles in Brazil along with an overview of the current state of this policy. As shown by Condorcet’s report (1792), there have been attempts towards flexible school duration since the emergence of modern school, and that such flexibility was necessary due to economic and social class issues. This paper indicates that this flexibility is still necessary, because problems related to social inequality and exclusion have not yet been overcome. Furthermore, it indicates that the validity or efficiency of that policy is always under discussion, since the results and impact vary according to the context, especially concerning the economic, social, infrastructural and pedagogical conditions of the teaching networks that adopt it, as well as on account of the characteristics of pedagogical projects that have been implemented, intending to organize the schooling in cycles

The article in question focuses on the analysis of education through the message of the movie Coach Carter - Training for Life (2005), which features the paradox of the democratization of education and converges to the boundaries that mark the function of the school and the role of the educator, stressing the sociocultural game and the inter-relationship involving modus vivendi and modus essendi that make up that process.

Recently, we discussed the reform of secondary education within Ceara State, northeastern Brazil. We saw that, starting in the 1990s, education policies have been characterized by the attempt to transform government actions into broad societal consensuses. In the process of data collection, specifically during the interviews with teachers regarding the reform, we detected a mismatch between what the reform consisted of and what teachers described as its main features. Teachers, through their reports, suggest the imposition of official agencies conditioning the school curriculum. The interviewees reveal the gap between the events in the classroom and the hegemonic discourse of the public sector. Thus, our paper discusses, on one hand, that the discourse of consensus, the clamor for reforms in society, has no support when taken within the walls of the school and into the classroom; on the other hand, that reforms are presented without the necessary elements for their implementation. Teachers establish a path between the norm and reality, a shortcut to the critique of public discourse