Repositório RCAAP

The study is about the progression of historical knowledge, circumscribed to the transition from elementary school to high school. The integration of the three levels of schooling into the same basic education stage demands the suggestion of standards for progression. Based on this, the study draws a comparison among eight History textbook collections, investigating the strategies to ensure the progression of the historical knowledge. The analysis focus on the construction of historical temporality, due to the centrality of this concept in processes of history teaching and learning. The exposure is organized into three sections, starting with a brief discussion on the general characteristics of educational transitions, followed by a literature review about the progression of historical knowledge and ending with the analytical approach on the selected corpus. The preliminary results show that the didactic books analyzed deal with the historical temporality from the physical space, repeating in the high school the same approach of the elementary school, which evidences the limited concern with the progression and the complexity in the domain of temporal notions between these two segments. 

Editorial Acta Scientiarum. Education v. 37, n. 4, 2015

Referees for Volume 37, n. 4 of the Acta Scientiarium. Education, 2015

The goal of this study is to analyze and characterize the importance of the word as action unfolded in the public space. For this, we used the Bakhtinian notions of reflection and refraction, applied to the issue of communication in the common world, very important for Bakhtin and Arendt. In fact, we assume that these concepts can provide elements to think about the act of enunciation of judgment, without affectingits particular characteristic, since they seem to contribute to the breakdown of fossilized ways of thinking. 

In the face of media convergence, modes for production and dissemination of the contents have changed. Writing and reading practices also have changed in this context. On the other hand, it is worth mentioning that individuals surrounded by media show a new position due to dialogues established with them. At the current juncture, standing out the transmedia storytelling, emerges a new context regarding the production of contents on the fruition of the subject. This individual starts being an actor, but, actor of his/her own history, which are characterized by traces of an existing one, as is the case of fanfictions. Therefore, this study aimed to discuss fanfictions in the media convergence context, transmedia storytelling, in order to show the emphasis to the education field.   

Theoretical contributions are proposed for the formation of science teachers from the distinction between knowledge and thought presented by Hanna Arendt. For the author, the action of knowing, accomplished by science, seeks truths, while the thought, as a action of spirit, seeks meanings. The concept of creative potential is used, suggested by the plastic artist Fayga Ostrower, as a motivational factor of thinking for production of meanings. It can be concluded that science teaching must aim at the development of the ability of not only knowing, but also thinking, promoting the expansion of the creative potential of students and teachers. 

This study aims to make a critical analysis of legislation regulating the inclusion of disabled students in higher education in Brazil and Portugal. Based on a documentary study, conducted between September and November 2015, the legal standards in recent decades have been analyzed. The results point out different stages of construction of the inclusion policy in the researched countries. It is emphasized that there is a significant variety of norms in the Brazilian context to ensure that these students have equal opportunities, and a scarcity of regulations in Portugal. The legislation has been referred to as an important factor for the development of inclusive education; however it is noteworthy that the existence of legislation does not necessarily imply it is actually complied. Besides legislation, removing barriers for the full participation and learning of disabled students involves awareness, investment in resources, public policy makers and managers’ scientific knowledge to ensure a quality education throughout life for all people. 

This study aims to reflect on the action of the Jesuit intellectual, from the perspective of Manuel da Nobrega, under the concept of ‘intellectuals’ by Antonio Gramsci. It starts from the assumption that Jesuit priests, as organic intellectuals, were crucial to the achievement of the Portuguese colonial hegemony. To achieve the proposed goal, the following sources were used: the Antonio Gramsci’s Prison notebooks to discuss the concept of intellectuals and their organic role in hegemonic groups; and Brazil's Letters by Manuel da Nobrega, who expressed the commitment of the Jesuit intellectual educator to the educational policy of the Portuguese Crown in Brazil. The texts were interpreted critically and focused on understanding the role that Jesuits exercised in the formation of boards at service of hegemony maintenance. Catechesis and indigenous formation, as well as the boards among the settler’s children, have relatively met the interests of formation of key sectors of colonial hegemony. In schools, settler’s children composed the dominant sectors of colonial society, since they were graduated as intellectuals who would occupy functions of specialized boards of the Company and, also, in the administration in favor of the interests of the Crown to maintain the Portuguese culture. 

In this article, we aimed to understand the nouvelles classes, devised by the educator Gustave Monod and put intopractice in the French educational system in the immediate post-World War II. To this end, we initially explore the trajectory of Gustave Monod, highlighting his connection to the pedagogical perspective of the Movement of the New School and his participation in pacifist and anti-fascist political organizations. The focus of the analysis is placed on the decisive participation of Monot in creating the nouvelles classes in public schools in France, as well as in effecting the Centre International d'Etudes Pédagogiques (CIEP) in the city of Sèvres, a transnational space for the exchange of experiences of educational renewal. To guide the research, we used the notions of circulation and appropriation coined by Roger Chartier and an empirical corpus consisting of articles and books of French and Brazilian authors. The relevance of this study is due to the fact that several Brazilians had a professional training at the CIEP in the 1950s and employed the experience of nouvelles classes to produce the model of experimental secondary classes, which renewed the Brazilian secondary education. 

Feedback is one of the most significant tools on learning, teaching, developing autonomy, self-efficacy and achievement in the educational environment. Its importance is emphasized in articles, dissertations and theses; however, a very little number of them have been published recently. This article intends to verify in what perspective feedback has been examined, in what ways it has been revealed to be effective for students and teachers to reach their goals and identify possible gaps of study that need to be fulfilled in future researches. In order to carry out this investigation, this study examined articles, papers and theses published from 2006 to 2015 about feedback in courses of English as a foreign language (EFL), using ERIC database. Our findings were organized into six categories: corrective feedback in oral interaction; effects of peer feedback; feedback expectancy; teachers’ conceptions of intelligence and their relations in offering feedback; the effect of different types of feedback strategies on written texts; the use of feedback through technology. The results indicate that feedback is a crucial tool in the educational process and it plays a central role in learning a foreign language. Further investigations concerning feedback are suggested. 

This article focuses on the narrative of Humberto de Campos in his first volume of memoirs (1886-1900) with regard to the education of the author. The first section emphasizes the importance of autobiographical writing for research in History of Education, and especially in History of Mathematics Education. The second section is a brief presentation of Humberto de Campos as a Brazilian writer. The next part discusses the theoretical and methodological foundations adopted for the use of autobiographical sources in research. The core of the text consists of the approach of the main school experiences narrated by Humberto de Campos in Parnaíba, in the interior of the state of Piauí, in the 1890s, highlighting practices that involve mathematical knowledge. The writer’s school memories emphasize the material precariousness of elementary education, the simultaneous teaching of many students of different levels in schools managed by a single teacher and the teaching methods based on repetition and memorization and supported in practices of punishment and humiliation of students. 

The goal of this study was to investigate concepts published in the Journalof Pedagogy (1957-1966) related to the definitions on the objectives and intervention strategies in isolated schools located in the state of Paraná. The Journalof Pedagogy was leaded by the intellectual and educator Erasmo Pilotto (1910-1992), considered by history of education as one of the main organizers of the New School in Paraná. The journal was published by the Association of Pedagogical Studies (1956-1970), an institution that mainly focused on the education of elementary school teachers, seeking to discuss plans, proposals and methodologiesfor teaching, especially designed for isolated schools, published mainly by the Journal of Pedagogy. The theoretical support of this research was based on Bourdieu's considerations about the concept of intellectual and his praxiological theory to analyze the contribution of Pilotto to the educational field. The journal, which had five volumes and 22 issues, is the main source of this work alongside with the works of Pilotto and Dottrens. In the sources mentioned, we analyzed Pilotto’s conceptions and how he took the contributions of education individualization present in the work of Dottrens. 

 The paper aimed to investigate the importance of using educational games for teaching science in the early years, through the development and evaluation of a playful, dynamic and multidisciplinary methodology, involving an educational game. The strategy consists of a game called "Tijuana Jones and the raiders of the lost pyramids". The activity starts from a story that mixes facts and real information with dummy data, associating the pyramids of Egypt and their history with the Food Pyramid and its importance to the maintenance of healthy eating and living. The educational game has been tested with students of the 4th grade of elementary education in a public school in Cachoeira do Sul, state of Rio Grande do Sul, and in a qualitative analysis, it was very highly rated. In practice, the students were able to engage in a challenging and stimulating pursuit in order to unravel one of the mysteries left by the young pharaoh Tutankhamun, which resulted in great interest, participation and learning. 

Acta Scientiarum. Education v. 38, n. 1, 2016

Referees for Volume 38, n. 1 of the Acta Scientiarium. Education, 2016

This article aimed to answer how the use of computers and the Internet, directly and indirectly, has affected the time of teaching work and how these tool have determined the experience of teachers. Sources of research consisted of doctoral and master theses, as well as official documents that referring to these concepts and instruments. The survey instrument was developed as a form, using a software for the collection and analysis of data; for the assessment of the results we used the content analysis technique. The results show the relationship between time and experience under different cultural conventions that permeate the school, consolidating awareness under contradictions supported by the potential of new technologies in a condition of atrophying the experience to which the training process and the work of the teacher would tend to be reduced. The method is achieved from critical theory, especially the concepts of experience indicated by Adorno and Benjamin, ideology of technological rationality and industrial society, by Marcuse, and key concepts of dialectical materialism, such as alienated labor, commodity and machinery, from Marx. 

 This article analyzes three collections of Brazilian Didactic Books for Early Childhood Education, aiming to understand how the children’s game and the interactions, basis of the National Curricular Guidelines for Early Childhood Education (Resolução n. 5, 2009), are included in the teaching material. The research is theoretically based on the childhood and children’s game studies of authors as Brougère (1995), Kishimoto (2010) and Moyles et al. (2006), among others. The methodological process developed was through the analysis of the book’s content, focusing on the children’s games and the interactions proposed by the material. The children’s game and to a lesser extent the interactions, although present in the material appear only in supervised activities, aiming the teaching of strict contents and not the contextualized experiences, complex, playful, interactive and cognitive. In this way, the children’s games and the interactions, as presented in Didactic Books, assume a limite dand poor sense, and do not constitute the basis of the collections and distancing from that legitimized by the National Curricular Guidelines for Early Childhood Education. 

 Recently, a group of meanings about literacy has been consolidated. They refer to a dominant conception of an autonomous model of writing, connected to an individualist and cognitive background. Through a theoretical discussion based on the discursive perspective, which rescues the essential social and historical aspects of the issue, this article points that this consolidation aims at a political position. Therefore, this is about choosing a certain path and rejecting another. We question the ways this dominant meaning prevails in material discourses, such as schoolbooks produced by government programs, likeProletramento. Results report a ‘misunderstanding’ about literacy, which marks a way of signing in a discursive match of political value. 

 Presenting a clinical diagnosis (CD) in the context of special education can be interpretedby two ways: on the one hand, it can be used as a way to build strategies for attention to the student; on the other hand, beingthe reason of prejudice and exclusion, resulting indelimitation of educational practices. These are reflections that base the discussion in this paper, whose objective is to reflect upon the inherence of CD as a producer of inclusion/exclusion in the perspective of Inclusive Education. In order to meet the objective, theresearch method consisted of integrative review, and as source of analysis the studies produced by two important journals in the area of Special Education: the Brazilian Journal of Special Education and the Journal Special Education. It can be concluded that the CD is an ally in the building strategies for pedagogical action, reason why it can be structured by health and education, while cross-sectional concept, with the purpose of improving educational conditions. Exclusion, in turn, is a process inherent to the production of a CD. 

This paper intends to briefly analyze the course of the transcendentals concepts of being in its several historical-philosophical instances of systematization, highlighting the transition from a formal ontology by Aristotle to an existential ontology in the Neoplatonism and the first Scholastic until Tomas Aquinas. It will also emphasize the emergence of a new formal perspective in the Duns Scotus’s theory of univocity of being and its followers up to Suarez. This study aims to demonstrate which place transcendentals take in the pursuit of the universal principles of the foundation of knowledge, and seeks to encourage wider projects in which different perspectives would be deeply developed.