RCAAP Repository

The school is where young people spend most of their time and establish their first interactions and experiences. Educational professionals play an important role in the identification and signaling the different manifestations of dating violence. The present qualitative study aimed to analyze the perception about dating violence of 11 professionals integrated in the school system. Although interviewees have revealed some knowledge and awareness of the main specificities and abusive dynamics to dating violence (e.g., conceptualization of the phenomenon and its abusive typologies, effects and impact of dating violence on boys and girls; difficulties inherent in the request for help), other indicators (e.g., legitimization of violence in certain circumstances, minimization of psychological violence) were identified in their reports that identify the need to provide complementary efforts to address the risks to practice dating violence. The future practical and empirical implications of this study are also the subject of discussion in this paper.

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This article aims to present the development trajectory of one of the most notable programs aimed at teacher education in the current Brazilian scenario: the Institutional Program of the Initiation to Teaching Grant (PIBID). Created in 2007, within the scope of the Coordination of Improvement of Higher Education Personnel (CAPES), PIBID completed its 10years of existence and the researches of Bernardete Gatti and collaborators (2014) and Marli André (2017) indicate their contributions in initial training and the continuation of teachers, the approximation between university and school of basic education, the curricular restructuring of many undergraduate courses, the adoption of new methodologies and the permanence of the graduates of the program in the teaching of the public school system. In order to present the trajectory of the PIBID, initially it approaches its pedagogical conception and a brief history of its emergence, growth and its norms of operationalization. Next, the process of difficulties faced by PIBID is presented, as well as the perspectives that are presented with the remodelling of the program, opening a horizon of uncertainties in the direction of PIBID today.

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This article aims to give scope to the experience lived by a trio of teachers from different disciplinary areas, within the framework of the collective project OPMUSA based on peer observation, through the monitoring of different practices and teaching dynamics, in a dimension that is both individual and collaborative. The emphasis of the research, placed in the perceptions targeted by the participants, during the course of three cycles of observation carried out in the classroom, is based on selected dimensions as focus of analysis, which inscribe teachers in the role of agents who explore, interpret, evaluate and disseminate their practices, contributing to the affirmation of what Anglo-Saxon literature has come to characterize as scholarship of teaching and learning (pedagogy of inquiry). The results point to the observation of multidisciplinary pairs as a viable and effective modality for the development of more expansive and singular learning climates, as well as for the creation of formative spaces of self and hetero critical questioning.

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This article analyses the perceptions of seven primary school teachers about a pilot program based on the paradigm of “Learning for Well-Being”, which sought to boost students’ learning by teaching basic knowledge within the formal curriculum in conjunction with promoting analytical and practical reasoning, resilience and responsibility, in addition to technological, emotional, social, and creative skills. The corpus for content analysis consists of seven interviews comprised 485 recording units that were coded and then systematically grouped into five categories: Impact on students, Impact on teachers, Impact on didactic-pedagogical practices, Facilitating factors, and Constraints. The findings suggest that the project was strongly aligned with the initial project goals, due, mainly, to the contribution of the teachers. The teachers highlighted satisfaction with their participation in the project as well as their personal and professional development, in addition to the nurturing of student skills and the increase in student motivation levels and learning improvements. They emphasized the activities carried out, the collaborative work and the improvement of the classroom environment, and they then went on to praise the support of the research team and the training they received, although they regretted the limited range of the curriculum.

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The school has a fundamental role in the psychosocial development of young people, and is a privileged context for that development as well as for the prevention of various social phenomena. The professionals who work in this context, in turn, are key agents of fundamental changes. Therefore, they should be considered in assessing the most diverse needs and problems. The present study, using the questionnaire survey method, involved a sample of 302 educational agents, aged between 29 and 66 years (M=50,25; D.P.=8,16.), and the majority of the participants was women (72,8%). The results pointed to a favorable perception of the respondents regarding the characteristics of the surrounding physical environment, as well as the internal and external functioning ofthe school environment. Nonetheless, participants rated negatively the involvement of parents in initiatives promoted by school institutions; they also identified various students’problematic behavioral manifestations that should be considered (e.g., school absenteeism, widespread disrespect among students, aggression). The participants also identified some measures (e.g., increase human resources, greater rigor in the disciplinary system, promote policing, create multidisciplinary teams) that it is important to promote at school level. Finally, we discuss the practical and preventive implications of this work. 

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