RCAAP Repository

No presente trabalho analisa-se um processo de ensino-aprendizagem desenvolvido na formação inicial de professores fundamentada na Didática Freiriana. Partiu-se do seguinte questionamento de pesquisa: qual a contribuição da didática Freiriana para a formação inicial dos estudantes e futuros professores de Matemática? Deste modo, tece-se como objetivo geral: analisar a práxispedagógica desenvolvida por uma professora e os licenciandos de Matemática para compreender como os processos de ensino-aprendizagem fundamentados em conhecimentos teóricos e em práticas formativas colaborativas, dialógicas, críticas e libertadoras, propostos por meio da didática Freiriana aprimoram a formação inicial de professores. O aporte teórico está fundamentado em autores como: Candau (2018); Paulo Freire (1996; 2006); Kuenzer (2017), Libâneo (1994); Nóvoa (2017); Vázquez (1997); Zabala (1998), dentre outros. Essa pesquisa de abordagem qualitativa, baseou-se no estudo bibliográfico, como técnicas e instrumentos de pesquisa: a observação participante e o questionário. Constatou-se que a didática Freiriana traz contributos significativos para os processos de formação inicial de professores de Matemática, pois desenvolve nos futuros professores o hábito da pesquisa, da crítica, do diálogo, pois a proposição de processos de ensino-aprendizagem por meio da concepção fundamentada no materialismo histórico e dialético desenvolve uma educação libertadora. 

Este artigo busca investigar os contos de fadas modernos, em particular as narrativas que apresentam personagens negras. Para isso, foram selecionados os livros Rapunzel e o Quibungo (2012) e Cinderela e Chico Rei (2015), ambos adaptados por Cristina Agostinho e Ronaldo Simões, e ilustrados por Walter Lara. O referencial para a análise foi ancorado, Nelly Machado (2002), Debus (2006, 2013, 2017), Coelho (2000, 2008), Vale (2001) e demais estudiosos da literatura para infância. A análise permitiu constatar a inserção dos elementos que dão novo significado às narrativas feéricas tradicionais, o que permite compreender e valorizar os elementos da cultura africana e afro-brasileira e a sua importância das releituras contemporâneas para uma educação antirracista.

Editorial

Este trabalho analisa as trajetórias formativas e experiências da docência de professoras que atuam em uma escola comunitária do interior baiano. Para tal, analisamos como é viver a docência neste tipo de escola, identificamos como as feminilidades dessas professoras se presentificam nesse espaço diferenciado de educação e, por último, refletimos sobre como essas professoras em suas experiências e vivências contribuem para uma nova forma de se pensar a docência, considerando suas trajetórias de vida e formação docente. Pelos objetivos traçados, o estudo se desenvolveu a partir da análise de algumas categorias, quais sejam: narrativas, saberes, experiências e formação docente. A pesquisa é de base qualitativa e faz uso da abordagem (auto)biográfica, pois foca nas subjetividades reveladas nas narrativas que cada professora produz, tornando-as protagonistas de suas próprias histórias de vida, formação e de atuação profissional. Neste sentido, o trabalho ancorou-se nas contribuições de Souza (2006) e de Delory-Momberger (2014), para se construir os dispositivos de coleta de informações produzidos por meio de ateliês (auto)biográficos. Assim, os dispositivos foram observação, oficinas temáticas e entrevista narrativa. Para as análises, fundamentou-se nas contribuições de Bauer e Nóvoa (2002), Larrosa (2002), Josso (2009), dentre outros autores. Os resultados apontaram que as questões de gênero são vivenciadas, também, na docência da escola comunitária, em que as professoras usam de suas feminilidades para produzir experiências educativas. O cotidiano emerge como elemento central que dá contorno e visibilidade aos modos de escolha da profissão, percursos formativos e de produção de experiências e vivências na/da docência.

This article is a theoretical discussion about the aesthetical foundations of education, in the context of Early Childhood Education. It aims to answer the question: What should an educator have in mind if he wishes to work with art in Early Childhood Education? Starting from the triad creation, fruition, and reflection (know-apprehend-reflect), we develop what we understand as essential elements for an educational practice that understands both the Early Childhood Education and the aesthetical experience universes. The intention is not to develop guiding instructions for teachers, but to point out to many possible paths to be followed and reflected by educators that want to provide children with moments of creation, communication, and expression through art. Such experiences can be provided through the organization of space, the creation of various propositions, the use of different materials, and the interaction with other children. In this logic, the aim of the educator-facilitator is to be someone that amplifies the possible experiences, helping children to cultivate their own creative journey and aesthetic experimentations.

This article proposes to analyze and reflect on the support teacher as a participant in the process of schooling of children with disabilities within the inclusive school. Their participation in this process is still incipient, since many regular schools do not know that they can count on this professional, or they neglect in the search of better learning conditions for these children. The research presented here evidenced these aspects. The school that held the support teacher for a student with intellectual disability was in relative advantage in the development of learning. This teacher has a very important role when his work is done in partnership with the class teacher. The support teacher must be a qualified professional or special education specialist who works with the disabled student who needs intense and continuous support and who is inserted in regular rooms. It should assist the handicapped child, the teacher regent and the technical staff who sometimes provide care for disabled children. It must have specific knowledge as a code of languages ??and techniques that enable the student to learn the contents taught.Keywords - Keywords: School inclusion. Teacher Support. Students with disabilities. Schooling.

This article presents a mapping of dissertations on the subject of "teacher knowledge" in the period from 1996 to 2015. The Law on Guidelines and Bases (LDB) 9394/96 based the year of the beginning of the searches, considering it a landmark in education Brazil, for their contributions, mainly, to the initial and continued formation of teachers. From the keywords "Humanities and Social Sciences, Basic Education, Teachers' Knowledge", we searched the thesis and dissertation database of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) and the Instituto Brasileiro de Informação em Ciência e Tecnologia (IBICT). Thus, some dissertations were selected, highlighting the main objectives, listing the methodologies and the theoretical references used and explaining the research results. Thus, this article emphasizes the importance of literature review to know what has been and is being produced in the area, as well as invites us to think of other ways to achievement of work on the knowledge of teachers and on the teacher professionalization and their infinite possibilities.

This article has the objective to approach the themes neuroscience and education, understanding how the study of the nervous system interconnected with the rest of the body influences in the behavior of the humans beings, specifically the functioning of the brain that commands our actions and reactions. Besides, a link is made with educational processes developed from technological tools to understand what contribution the science can bring into the classroom and help the institutions and the faculty in student teaching and learning, so that the informations passed by the teachers can be absorbed in the best way by the students. Through an exploratory research and a bibliographical research, from the reports of authors such as Araújo (2011), Brandão (2002), Rose (2007), Relvas (2011), among others, the work is scientifically developed to produce technical and safe arguments that aid a reliable and critical reading about the theme.

With the intention of understanding what is shown about the scholar text from the scientific productions of Venezuelan researchers During the 2011-2018 period, we developed the research with a phenomenological perspective to analyze the material from a subjective / intersubjective dialogue. The researchers' approaches show that the textbook that is distributed in Venezuelan schools carries conceptual and axiological errors, and favors the imposition of governmental discourse for the benefit of its representatives. However, the material analyzed represents the opportunity to emphasize the participation of the school society in the preparation of a historically unattended material.

This article is the result of a social investigation, started in the master's degree and continued through the Doctorate in Education at the University of Brasilia (UnB), which seeks to bring to the fore the reality in which the Calon Gypsies live in Sobradinho DF in its territorialization process and fight for land ownership. Community that goes through a process of cultural changes and transitions from a situation of nomadism to a situation of sedentarism. Due to their free-living culture, they find numerous difficulties of adaptation to the proposed model of society. Thus, fixed housing and land ownership are still spaces antagonistic to their historical ways of life. In this way, this research will approach the historical-cultural path of the gypsy people, contributing to the analysis and understanding of the associations between gypsy ethnicity and the struggle, seeking to identify an intercultural education policy supported by Human Rights, which allows the effective social inclusion education of the Roma people in the Federal District. Of qualitative character, we have as theoretical base dialectical historical materialism, which investigates the social representations about the gypsy people and how these representations, in turn, influence in their ethnic and territorial conflicts.

ABSTRACT: dislocated by the perspective of the Philosophy of Difference, this article-manifest, endowed with an essay content, its a sonhografy (dreamografy). Drenched by the Bachelardian’s poetic, attempts to cause a whirl on the will of the transcription of Matter, understanding it as a manifest dream of the Archive of Education. Archive that is temple of untranslatables parts, that are eager for the capture of the eye and of the artistador-teacher’s hand. This article thinks dreaming and dreams thinking a curricular poetry latent in teaching on fabulation process that, by the pressure from dreams, explodes in sonhografies that are operationalizing by the dream-labor. Also, this article is desirous of provoking to fold in the spirit in order to cause strangeness and startles to the thought. It convokes us to a maximum approximation between dream and written by its fragmentary and disruptive’s  movements. The content and chaining of this manifesto bumps into gaps and runs into scares, allowing the aesthetic empiricism, which is moved by the tension between the eye that imposes certain limits on the affects that the body can feel. Coming from this vibration in moments of non-places, we are expected powers to dream-Classes. In the final part, this article brings an inventory of sympathetic clichés to dreams for the dramatization of bibliographic citations, which act as triggers of a-translation for the oneiric teaching work.

This is a review of the work of university pedagogy: Learning the profession, professionalizing the teaching of Geovana Ferreira Melo. The book was published in August 2018 and its main objective is to highlight the importance of the construction of a university pedagogy as a source of formative processes and teacher professionalization. This objective is justified by the reason that, in fact, the university pedagogy is a field of knowledge that has emerged from academic production about university, but the divergences in conceptions and objects, indicate that it is still a field under construction. The book is divided into two parts, being the first understandings about university pedagogy, in which the author points out some reflections about university pedagogy in the contemporary context and some conditions that require reflections and changes; And the second University pedagogy: Research and training in context in which it presents part of its formative trajectory and professional experiences in order to present its course as a teacher and researcher and its approximations with the theme pedagogy University.

This article focuses on practices of literary education in a public school mediated by literary books. We intend to understand the teacher’s strategies to mediate this practices highlighting the criteria for selecting the books and their forms of access. The theoretical-methodological perspective, inspired in a etnographic view, is based on the concepts of ideological literacy, literature and mediation. The data were produced through classroom observations, teacher’s interview and a questionnaire applied to the students. The results indicate that the teacher's mediation was decisive and adequate to educate an autonomous reader, involved with the literary text, breaking with inadequate practices of schooling the literature.

Este livro discute momentos importantes do processo de produção material da escola pública contemporânea. Examina o seu surgimento no interior da Reforma protestante; o incremento que recebeu por força das influências da economia política, do enciclopedismo e da Revolução Francesa. Revela, também, aspectos importantes das trajetórias de desenvolvimento dessa instituição social na Alemanha, na Inglaterra, na França e nos Estados Unidos da América.

This research presents the methodology forwarded to analyze the Teaching Career Plans and the legislation concerning the teaching career of the states of Minas Gerais and Rio de Janeiro between 2005 and 2015, in the context of the advent of neoliberal policies and development. management process, identifying the relationship of this process with the teaching career. It is part of the CNPq Research Project “Mapping Strategies for Privatization of Basic Education in Brazil (2005-2015)”, which aims to map, characterize and analyze possible trends regarding the privatization of Basic Education in Brazil in the same period. Thus, the present study seeks to describe, based on the bibliographic survey, the path taken in obtaining data for the study in question.

RESUMO Este texto tem como objetivo propor reflexões sobre a Educação do corpo a partir da Educação Física enquanto componente curricular da Base Nacional Comum Curricular (BNCC). Para tal, foi realizada uma análise a partir das propostas das práticas corporais e de elementos presentes nesse documento que, evidentemente, têm implicação na conjuntura de um determinado tipo de sujeito e, consequentemente, nos modos de educação do corpo. Considera-se que a BNCC é um elemento fundamental para construção curricular que, no entanto, precisa ser problematizada tendo em vista suas múltiplas formas de entendimento, reconhecendo os interesses diversos que estão envoltos nessa política educacional enquanto mecanismo de relações de poder-saber. Para esta investigação, a metodologia utilizada pautou-se na pesquisa bibliográfico-documental, com intuito de problematizar elementos presentes na última versão do documento da BNCC (2017) que refletem a necessidade de uma interpretação a partir do poder disciplinar presente na área da Educação Física. Tal análise foi fundamentada nos estudos críticos e pós-críticos a partir da ótica dos currículos culturais da Educação Física escolar, como preconizado por Marcos Neira (2018), além de contar com reflexões a partir das contribuições de Michel Foucault (1999), considerando sua teorização acerca das relações de disciplina e normatização que regulamentam o poder sobre a educação do corpo. Conclui-se que não é possível desprender-se das relações de poder que estão envolvidas no contexto escolar, mas se faz necessário refletir e reconhecer as necessidades da sociedade atual, que é marcada pelo multiculturalismo, sendo esse um passo primordial para motivar uma construção curricular que resista às incoerências na área da Educação Física previstas na BNCC e que potencialize suas coerências.   Palavras-chave: Educação do Corpo. Currículo Cultural. Normatização. Educação Física.

This paper proposes a reflection on the constitutional apparatus despite the participation in local government decisions in social policies, with emphasis on educational policy and its actual participation. From a bibliographic research is presented a theoretical reflection about educational public policies and their macro / microeconomic context, and the implementation of local evaluations as an evaluative instrument, whose participation is exclusionary and ineffective for the communities that are part of it. It also reflects on the process of public policies formulated vertically by bureaucrats excluding and demobilizing the school faculty and presents the changes and results of the dismantling of the local evaluation instrument Prova Floripa, from Florianópolis, Santa Catarina.

This paper has as its aim to discuss The International Convenant on Economic, Social and Cultural Rights (ICESCR) of 1966 in the perspective of the right of Education as a fundamental right. It is a bibliographic and documental research. We elect as main source:   The 1988 Constitution of the Federative Republic of Brazil, The ICESCR, the reports submitted by Brazil to The Committee on Economic, Social and Cultural Rights of the United Nations, and the Index of Development of Basic Education (IDEB) data from the National Institute for Educational Studies and Research "Anísio Teixeira" (INEP). As a theoretical basis we used Sarlet (2011), Piovesan (2011), Portela (2012) and Ramos (2012, 2019). We conclude that the right to educations is a social, economic and cultural right, and for the complete realization of the right to basic education in the Brazilian legal system, the public policies should invest in the quality of learning of the students in the public and private schools, so that the differences in performance are reduced.

Experience is an essential element for meaningful learning, although teacher formation does not always pay due attention to the elements that underlie this human aspect. The study presented in this text analyzes the discourses of the 20 students of the Degree in Biological Sciences who completed the discipline Fundamentals of Philosophy of Sciences at the State University of Ceará, UECE, Iguatu campus, in the year 2019. These texts were written in the discipline completion report format and outline the outline of what was experienced, some salient features, and considerations about how the discipline was delivered. Considering that teacher education takes into account objective knowledge, classroom practice implies mediating educational actions so that students learn, so that only technical knowledge is not sufficient for this endeavor. In other words, the practice requires knowledge that is intuited along the paths to make the didactic transpositions correctly. The appreciation of student experience and its influence on teacher education is the focus of this study based on the teaching knowledge of Tardif (2014) and experience as a formative element of Bondía (2002).

Learning is not a simple act, for this reason the study of movement and technique learning from neural plasticity and culture, represents a more complex analysis of the study of how this phenomenon happens. We raised questions such as: what is the influence of culture in learning the technique? How does culture interfere in the process of neural plasticity? What is the relationship of these factors in childhood? A bibliographic survey was made from Neuroscience, Sociology, Anthropology, and Physical Education. We aim to relate the learning of the technique from neural plasticity and the influence of culture in this process. From the theoretical basis on learning via neural plasticity and its relationship with culture in childhood, we guided the discussion by French anthropologist Marcel Mauss. The review is divided into three topics. The first explains learning from neural plasticity. In the second, we relate the act of learning to aspects of culture. In the latter, we take as a basis Marcel Mauss' concept of cultural tradition applied to early childhood education. We consider that in childhood the maturation of the nervous system occurs vehemently, allowing plasticity to be in effervescence. Aspects of culture are determining phenomena, it is at this moment that the child establishes contact with the school, family, religion, media and others. Therefore, the importance of cultural tradition, influencing the transmission of knowledge, especially at this stage, seems to occur through social mimesis. Since it is a feedback process, it occurs in a harmonious and dynamic way, and that makes each learning unique and cultural at the same time. Thus, we conclude that culture is dynamic, and seems to directly influence neural plasticity. Therefore, it is necessary to consider individuals as producers and products of this dynamic, since they are in constant displacement.