Repositório RCAAP

RESUMO• A pesquisa relatada deve ter sido conduzida de forma ética e responsável edeve cumprir toda a legislação pertinente.• Pesquisadores devem apresentar os resultados obtidos de forma clara, honestae sem fabricação, falsificação ou manipulação inapropriada de dados.• Pesquisadores devem se esforçar para descrever de forma clara e inequívoca osmétodos utilizados, a fim de que os resultados possam ser confirmados por outros.• Pesquisadores devem cumprir requisitos de publicação de que o trabalhoapresentado é original, não é plágio e não foi publicado anteriormente.• Autores devem assumir a responsabilidade coletiva por trabalhos submetidose publicados.• A autoria das publicações de pesquisa deve refletir com precisão as contribuiçõesde indivíduos para o trabalho desenvolvido e seu relato.• Fontes de financiamento e conflitos de interesse relevantes devem serdivulgados.

The purpose of this article is to open the “black box” of families in new Brazilian social programs based on the principle of “socio-familial matrix”. Thanks to the collaboration of mothers fulfilling their obligations to get services and benefits, the programs have been quite successful. Nevertheless, very few aspects about these women are known: their biographies, values and subjectivity. Interview with beneficiaries of these program, reveal their difficulty to access the labor market due to their irreplaceable function in managing their households. The role of religion and social assistance in the organization of everyday life and in the maintainance of family respectability is assessed.

This article discusses different dimensions of the educational process for students with multiple disabilities enrolled in specialized educational services – SES – offered in two multi-functional features, at a school located in Baixada Fluminense, in the state of Rio de Janeiro, in 2013. Four non-verbal students with multiple disabilities and two SES teachers participated in the investigation. The methodology employed was the perspective of action-research, as well as data collection procedures, including participant observation and semi-structured interviews. The theoretical basis followed Vygotsky's cultural-historical approach. The results showed, among other things, the importance of action-research in teachers’ continuing education. Likewise, these results also indicate the possibilities for development of higher psychological processes in students with these disabilities based technology pedagogic interventions with use of alternative communication and assistive technology resources.  

Under Brazilian educational reform, the growing interest of governments and legislators regarding accountability policies for teachers and schools reflects on the change of the focus of investigation and research, which moved from external evaluation of basic education to evaluation as a mechanism of results-based management in education. This critical review of literature aims to contextualize the controversy about the use of the results of standardized tests as instruments of educational management and the regulation of school work by means of monetary incentives for performance. The article shows that experts’ discourses oscillate between two extremes: on the one hand, there are those who criticize such proposals and seek to investigate the impact of political reform on educational and teaching organization; and on the other hand, those who argue for the implementation of such reforms as a means of holding professionals accountable and of a supposed improvement of educational quality. Between these two positions, there are those that require more scientific evidence about the effectiveness of such proposals on student learning outcomes.

The teaching of children is a profession occupied predominantly by women in Brazil and in other countries. In this article, we analyze the initial stage of the professional career of men who have chosen to teach in early childhood education, in a public school with only seven men in that position. The methodology used was inspired by their life stories, and interviews were conducted with all the men working at the time of data collection. The career paths were analyzed from the perspective of gender studies, observing that entering and remaining in the profession were marked by difficulties characteristic of the field and by questions and attempts at segregation arising from hegemonic notions of masculinity.

This paper aims to challenge epistemological and political implications for concepts of equality/inequality and diversity. For this it focuses on implications of both in the fi eld of Brazilian early childhood education. Drawing upon Nancy Fraser’s and Antônio Flávio Pierucci’s theoretical approaches, the paper sketches a model for understanding race inequalities in the Brazilian education. These theoretical perspectives help us to analyze rules and patterns for offering early childhood education through race relations point of view.

This article discusses the results of research on teaching practice regulations in Argentina. Using the conceptual tools of political analysis of the discourse, I will analyse some of the main elements of the official discourse between 2003 and 2013. I will raise the hypothesis that they were articulated around the discursive equivalence of educational inclusion-equality, and that it gave way to two streams of related meanings. One of them associated equality and educational inclusion to the declaration of education as a social right, the centrality of the state, the return of the common good and the consideration of the diversity; the other associated equality and educational inclusion to the idea of centrality of teaching, to work with situations of “educational inequality” – such as the age-grade distortion and failure – and “social vulnerability”, and the promotion of alternative modes of organization.

The text discusses the training senior managers of education in Chile, comparing their rules with the functions performed. This is an exploratory, qualitative study, based on semi-structured interviews applied to Regional Ministerial Secretaries of Education. The records provide insight into stated and implemented gaps, and thus identify critical points that need to be addressed at various levels. From this background, proposals of a new organization of education at the subnational level are formulated to guide and drive its redesign, which is a key policy objective in the modernization of the state administration.

Based on the human rights manuals cited in the bibliography of the Law program syllabi of the state of Rio Grande do Sul as the corpus of analysis, we present three characteristics frequently found in the recounting of the history of human rights: the statute of the historic source, the notion of historic evolution and the claim to neutrality. We are supported by the statement that the mode of recounting the history of human rights has direct implication in the definition of what these rights are. On the one hand, the historic narrative establishes possible connections between human rights and specific themes ( for example, family law). On the other hand, it inhibits or prevents connections between human rights and other themes (for example, business law).

This article discusses some aspects identified in two research reports on the development of curricular proposals, built in different moments, before and after the Parâmetros Curriculares Nacionais production. The article relates the aspects identified to the criticism about this document and emphasizes the fact that the Parâmetros have been a guide to produce most of recent curriculum proposals. The research reports show continuity in the following aspects: the few references about diversity and cultural plurality; the theoretical focus on the construtivism; the option around the formative evaluation and the centrality of the disciplines on the curriculum organization. The changes in the contexts of production of the proposals can explain the transformations in the content (tone) of these documents.

This article addresses the work of teaching, based on a section of a Master’s degree study performed in a school of a private network in suburban Rio de Janeiro, which serves the new middle class. Interviews with eight teachers from the first segment of elementary education of the institution, and the observation of the space in the teachers’ room, were the main methodological strategies used. Specifically, the working conditions of the teachers and the way in which professional development proceeds were investigated. Evidence was seen of the precariousness of teaching as a function of the low salaries, the intensifying of tasks, the lack of a professional development policy, and an organizational logic that does not facilitate the sharing of knowledge among teachers. Additionally, that organizational logic, based on devices to control the meeting of deadlines and the practice of teaching, and guided by pedagogic manuals and educational software, compromises the autonomy of the teachers and the development of a climate of collaboration. 

This article discusses the historical-dialectical perspective of the methodological proposal of the Nuclei of Meanings and its outcomes as a methodological choice. The proposal and its development as a methodological choice to be followed is discussed, seeking to achieve the necessary consistency between method and procedures. Initially, each of the stages of this proposal is presented. Then, the historical-dialectical perspective of the method that underlies the involved procedures will be discussed. To do this, some considerations are drawn, particularly with respect to the movement of the analysis. It is expected that this paper will contribute to the academic debate both from the point of view of the historical-dialectical method and also to the process of analysis and interpretation of the senses and meanings.

This essay focuses on the theoretical weakness of Brazilian educational research, deploying its argument in three sections. Based on Bernardete Gatti assessment, the text outlines in the first section some difficulties and limitations of the current stage of educational research. The second section deals with the core aspect of the ambiguity of ordinary, scientific and philosophic experience. It intends to show that, although such forms were accompanied by dogmatic trends, they also embody open and multiple conceptions. The final section presents the Gadamerian hermeneutic experience as a promising approach to broaden the notion of human experience and a potential new perspective on the nature of educational research.

Following an invitation by the author, our comment on the paper by Moysés Kuhlmann Jr. (2014) aims to qualify a debate. According to the paper structure, we express our points of disagreement and agreement in two parts. First, against the disqualification of the debate, we analyze the arguments and statements presented in the paper, based on philosophical references on the argumentative, rhetorical and illocutionary/perlocutionary language uses. Concerning the term fallacy, used by the author, we discuss a tendency in this debate and postulate a distinction between critical analysis and tactical disqualification. Second, for the qualification of the debate, we reiterate points that the author highlighted, presenting contributions to an open debate.

This article aims to discuss our professional experience with class diaries and portfolios in teacher training. The way they are conceptualized, what they are based on, how they could be organized by the students and what role they play as an instrument of educational practice were very important in the organization of this text. Based on a series of authors, we intend to show conceptually how these two instruments helped in teacher training from the perspective of visual culture. The researchers went through this experience in two different training environments, Brazil and Portugal, and each country’s specificities and contextualization will be discussed here. 

This article discusses principles of justice for basic education. François Dubet proposes the Rawlsian principle of justice, basic equality, which advocates that all students should master a basic framework of knowledge. Marcel Crahay proposes the equality of achievement. Both proposals avoid the principle of meritocracy, due to the contradiction between meritocracy and compulsory right. They are in the field of egalitarian distributive justice that values the results of policies due to the correlation between social and educational inequalities. The two authors claim fairness as a relevant part of educational equality; and, they relate tensions in school to principles of justice that express contradictory interests. For these reasons, they support permanent monitoring of policies and their consequences.

This article analyzes the emotions and meanings that poor old beneficiaries from social programs in Guadalajara Metropolitan Area attribute to these programs. This ethnographic study was realized by means of open interviews and direct observation at old people’s homes. The thematic content analysis of the data shows how the government social programs impact the beneficiaries emotional wellbeing their family status and social position.

 In Minas Gerais there was a predominance of black people in elementary schools according to the population records of 1830s. In this article, we investigate the significance of these experiences confronting census documents from the district of Cachoeira do Campo/MG, located near Ouro Preto, in the central region of the province of Minas. Cachoeira do Campo has census documents resulting from two population countings that occurred in the years 1831 and 1838. The procedure consisted in separating households whose children, in 1831, attended school. Then, these households were identified in the documents of 1838 and the situation of the educated individuals and their family group was analyzed. The seven-year interval between the documents allowed the assessment of the impact of school experience, revealing, among other things, that educated blacks were preferably designated as pardos and they could change their racial status, and were even classified as white.  

This article summarizes the results of a qualitative study conducted with novice teachers in highly vulnerable social, economic and cultural backgrounds in the Bíobio region in Chile. The central aim of the study was to determine these teachers perceptions and interpretations of the processes of recontextualization of the official Chilean educational plans and programs, within the classrooms. The method consisted of qualitative interviews and the analysis was based on an ad-hoc technique. The results showed a high degree of social commitment of the novice teachers with their students and an autonomous attitude towards the recontextualization of the plans and programs.

This study, in the human sciences area, aims to verify if authors of abstracts attempt, in their texts, to understand the features of this discursive genre and if they show self-regulated ability to do so. First, twenty-four abstracts written by master degree students of a federal university were analyzed. In order to better express the results, an instrument of analysis and quantitative considerations was construed. From the twenty-four abstracts analyzed, five were considered compatible with a written production, as they expressed semantic properties of reading and discursive organization; thirteen abstracts did not present the expected features; and, the other six had serious problems, such as plagiarizing  the original work. These analyzes were based on the construct of self-regulation of learning and discursive linguistic theories.