RCAAP Repository

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This article proposes to reflect on the relations between historical-critical pedagogy in line with the perspective of integrated secondary education. Integrated Secondary Education assumes an integrated training perspective based on the founding categories of omnilaterality, polytechnics and the integrated dimensions of each other (work, science, technology and culture). For the professional and technological education in Brazil presents in its historical context the duality between education directed to the activities of the intellectuality and those around the manual activities directed to the making of the worker, socially discredited. It is the classic division between general, propaedeutic and vocational training. Thus, it aims to discuss the pedagogical contributions of historical-critical pedagogy in the context of integrated secondary education with a view to integrated training. For that, a bibliographic study was started associating the assumptions of the referred pedagogy to the object of study of the research that is the Integrated High School to Professional and Technological Education, using as theoretical base Mizukami (1986) Libâneo (1991), Gasparin (2002) Santos (2005), Ramos (2008) Saviani (2011) Araújo and Frigotto (2015), among others. The study revealed that, although there is not only a possible tendency to achieve the objectives of the integrated secondary education, the historical-critical progressive tendency, whose philosophical basis is historical dialectical materialism and Vygostski’s historical cultural theory is one of the main theories regarding the pedagogical practices in the context of integrated secondary education to recommend the commitment to social transformation and integrated training of students.

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The present study is part of the problematic of the development of competences, attitudes and values of the profile of students at the end of schooling pedagogical practices of the teachers of the specialized artistic teaching of music. The purpose of this research is to analyze and reflect on the possibility of materializing one of the components of the Professional Aptitude Test (Prova de Aptidão Profissional/PAP) of ESPROARTE (Professional School of Art of Mirandela) in Project Works (Trabalhos de Projeto/TP), starting from the interests and motivation of the students, and evaluate the impacts translated into school results and the development of fundamental skills capable of empowering young people to play a more active and participative role in today's society, as well as for their insertion in active life and in the real context of work. This investigation, essentially qualitative, followed a methodological approach of study of the case and had as its participants the 27 students of the third grade, level 4 of professional qualification which, during the scholar year 2016/2017, attended these professional courses: Strings and Keyboards Professional Course for Performance (CICT) and the Winds and Percussion Professional Course for Performance (CISP) at ESPROARTE, Mirandela. The techniques which were applied to the collection and production of data were: the direct and participant observation of the researcher as guiding teacher of the EP, surveys and the evidence from the EP developed by students within the PAT. The techniques of the analysis, processing and interpretation of the data considered for this investigation were: statistical analysis and content of closed and open responses to the survey and the analysis of content of the final reflections produced by the students and in the written reports of the EP. The results obtained allowed to conclude that the EP contributed directly to the development of fundamental skills for professional and social insertion of students as musicians, as well as for their lifelong learning.

It is when sports trainers discover the scope of their educational role that they are ready to emerge from an existence where the art of appearance seemed vital. And what if being a Physical Education teacher in schools gave the opportunity to go beyond a non-fulfilling condition within the world of sports? This question will, first of all, allow us to identify the virtues of identity conversion whereby superior physical education can connect together two cultural worlds, which are both complementary and antagonistic. Subsequently, we will detail the logic behind the specific training guiding the reflexive support of a sport trainer who is experiencing the paradox and the complexity of an identity conversion.

The growing interest in the built environment of schools and the influence of the physical environment, which includes schools’ spaces of formal and non-formal education, behaviors, attitudes and teaching strategies, had the contribution of the modernization program for high schools implemented by Parque Escolar. The ongoing research aims to determine how school principals, teachers and students perceive the changes introduced in modernized school spaces and to what extent these have caused changes in teaching and learning methods, which refer to the Project Manual and the pedagogical model underlying. The nature of the study fits into a qualitative approach, with a strong post-occupation study research component and it’s being developed in three high schools in the Porto’s district. Are presented the partial results from the survey’s analysis made to the 12th grade students. The obtained data highlights the importance that the students confer to the classroom in between all school’s spaces, considering that its comfort, temperature and air circulation are not adequate.

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The upper course of technology in multimedia production is offered to deaf people and listeners at the Federal Institute of Santa Catarina –Campus Palhoça Bilingue. In Brazil, it is one of the main institutions and a reference in education for the deaf in the Bilingual perspective (LIBRAS/Português), seeking the inclusion of hearing-impaired people in basic, technical and technological education. The author tries to exemplify through actions of management of curricular units adopted by the coordination of the mentioned course, results obtained in successful interdisciplinary projects. The results discuss the work presented by deaf students of the upper course and how much they are relevant for the use of other high school students of the institution. In this way it is important to show the scope of work in the multimedia area by deaf students of the course, taking into account sign language as the first language. Considerations about the work close the application and reinforce new gaps in the development of multimedia materials with the support of the management.

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After nearly two school years of implementing a curriculum flexibility model in Portuguese primary and secondary schools, and with the clear and final goals of increasing school success and decreasing school dropout, we have followed schools with flexibility projects included in the program autonomy. We tried to understand, in a non-participant observation framework, if the curriculum design initially established by the school leadership initiative, allowed to achieve the stated objectives. The research framework consisted mainly of classroom observation, participation in disciplinary team meetings and meetings with the local team to follow the curriculum flexibilization process. We found that learning strategies became more student-centered and what was effectively found was that learning outcomes improved substantially, not only witnessed by teachers’ opinions, but also materialized in school grades.

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Academic failure and school dropout are priority social problems which are not only related with individual and familial factors. PertenSer [to Belong] was a community-based project designed to provide, to the most vulnerable youngsters, opportunities to develop personal, social, and professional competencies, strengthening their motivation to learn, as well as their confidence and ability to build life trajectories. 13 young people (14-18 years old) from 8th and 9th grades from an Integrated Program of Education and Training participated in the project. A qualitative assessment of the project focused on participant’s involvement in the project, changes in self-concept and personal and social development, in school involvement, and in the perspectives about their own future. Results show improvements in youth self-confidence, behaviour at school and in the relations with adults, the ability to design short and mid-term life aims. The project also increased the valorisation and the motivation to school learning, which, in turn, contributed to the decrease of school dropout and to a greater success at school. The project’s success factors included its community approach involving different out-of-school actors and the supportive relationships established with professionals and teachers.

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