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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.

O artigo é resultado de uma pesquisa concluída em 2019, a pergunta que norteia esse trabalho é quais são os critérios utilizados por uma rede municipal de educação para selecionar os professores de apoio e professores regentes que atuam com o público alvo da educação especial. Tem como objetivos analisar como tem acontecido a entrada de professores para trabalhar com alunos público alvo da educação especial e as práticas de inclusão no espaço escolar. A metodologia definida foi a pesquisa colaborativa, que investiga não sobre o professor e sim com o professor. A pesquisa evidenciou que a seleção para função de professor de apoio não segue os critérios postos pela legislação do Estado de Goiás. As práticas pedagógicas, por sua vez, ainda se caracterizam como segregadoras ao retirar o aluno da sala regular e o Atendimento Educacional Especializado têm se caracterizado como um reforço escolar.

ABSTRACT It is essential that contemporary society, permeated by situations that require the mastery of the written language, promotes human development and social participation of all subjects who live in it, whether they are children, youth or adults. This article, part of a master's study carried out in the Graduate Program in Education at the Federal University of Goiás - Regional Catalão, aimed to discuss the main theoretical foundations on the reading of 170 researches carried out between 2010 and 2015, in the area of Education, on qualitative research, based on the state of the art. The results point to the concentration of research on reading carried out in institutions in the southeastern region of the country. Another result, showed the main authors that have been the basis for master's research, as well as the main perspectives, being: socio-interactionist with historical-cultural approach; language as a social practice of literacy with representative authors; and the enunciative theory of language, which understands language as a process of social construction and dialogical interaction. Keywords: Reading. State of the art. Education.

Resumen El objetivo de este trabajo fue llevar a cabo una revisión exhaustiva y sistemática de la literatura brasileña sobre el tema de la educación y las creencias de autoeficacia, de 2007 a 2017. La revisión se basó en la selección y análisis de artículos, tesis y disertaciones encontradas en las bases de datos. datos electrónicos nacionales, educación, psicología educativa y áreas relacionadas, como SciElo, VHL-Psi y bibliotecas digitales de instituciones educativas públicas. A través de la recolección de datos, se identificaron 60 resúmenes en las bases de datos consultadas, de este total y cumpliendo el propósito del presente estudio, se seleccionaron treinta y dos (32) producciones científicas. Después de leer el material, se realizó un análisis cuantitativo de los descriptores y luego se agruparon en dos grandes grupos llamados Creencias de Educación y Autoeficacia. Se realizó un análisis cuantitativo y cualitativo de la producción científica. Hubo una tendencia creciente en las producciones de educación primaria, estudiantes y maestros a expensas de los estudios sobre creencias de autoeficacia sobre gerentes y padres. Las categorías más frecuentes fueron los estudios descriptivos correlacionales (73,3%), con metodología cualitativa en el área de conocimiento Formación de profesores de física y matemática. Este estudio nos permitió comprender cómo se investiga la relación entre la educación y las creencias de autoeficacia en Brasil, lo que representa una importante fuente de consulta para profesionales en el campo de la psicología y la educación. Palabras clave: educación. creencias de autoeficácia. revisión de literatura.

it is observed that the discussion regarding the formation of teachers directed to the special education gains force from the decade of 1990 with the several laws emphasizing the necessity that this discussion is realized. If we take into account the legal texts, we can consider that the education of the students targeted by special education is leading to a promising future, however, when we observe the reality of the school, teachers and students, we find that the law, in theory is a guarantee of human rights, has neither secured nor proportionate conditions for such. Based on this idea, the objective of this article is to explain if the professors of the biological sciences, physics and chemistry of the state of Goiás experienced an initial or continuing formation that discussed special education. This is a qualitative research with a theoretical basis in the historical-cultural approach, having as main tool of data construction the interview with coordinators of natural science courses. Data that were analyzed and organized into categories based on Discursive Textual Analysis. The data show us that most of the training teachers did not experience the discussion of special education at any time, neither during their formation nor during the exercise of teaching which leads us to believe in the need to provide this continuous training on the subject, as way of ensuring initial quality training.

This work is a bibliographic review on gender and sexual diversity studies in contrast to the cultural norm of a single sexuality and standard identity, in context of educational process. The aim of this study is to reflect about the pedagogical practices and their role in a contemporary society, considering that they have historically constitute a tool that has strengthened heteronormative standards by building their practice through a dual and opposite representation of the world. It is understood that it is from the school environment that one acquires perspectives of tolerance or prejudice, in this sense it is responsibility of the educator seek to insert in their practice themes that lead to a reflection on all types of sexuality and identities in a plural and comprehensive perspective. Form this assumption it becomes our knowledge that the school environment can be an instrument of social inclusion, or on the contrary, be propagator of prejudiced practices.   

This study aimed to understand the conceptions of pedagogical practice of professionals who work in a Municipal Center for Early Childhood Education - CEMEI, in a municipality in the southeast of Goiás. We consider the specific objectives: to identify the teaching conceptions of the professionals of the Infantile Education-daycare center regarding the daily activities and cultural artifacts in the pedagogical practice; analyze the pedagogical practices of daycare professionals regarding daily activities; understand the daily activities that permeate the pedagogical practices of daycare professionals. We take the Historical-Cultural approach and Historical-Critical Pedagogy as a theoretical reference. The investigation took place in all classes of Maternal I and II. As instruments of data production, we first followed the paths of the bibliographic study, followed by observations of pedagogical practices. The observed data were transcribed and analyzed according to the theoretical approach adopted. The pedagogical practices of the institution and of the Teaching Professionals at CEMEI presented contradictions, as in some we verified aspects of the critical emancipatory practice, in others, aspects of the practice based on scientific technical rationality of education in the daycare center. From the analysis we realize that the public educational policies for Early Childhood Education that cross CEMEI, and which are influenced by Pedagogies of a liberal nature, exert a massive influence on the development of the pedagogical practices of daycare professionals. We also concluded that factors of the historical-social construction of the institution itself and of the subjects that compose it, constitute a challenge, to overcome these influences in the search for a practice that contributes to a free, secular and quality Early Childhood Education.

Burnout syndrome is common to professionals who work under pressure. Studies indicate that teachers are likely to be affected by this syndrome. It damages the quality of their life and their educational practice quality. It is necessary to understand the working conditions of Brazilian teachers regarding to burnout syndrome. This research had a mixed methodology, a sample of 40 individuals. A quantitative questionnaire was applied: on professional aspects, symptoms and burnout prevention actions; also an pre-diagnostic verification of Jbeili's  for burnout syndrome, inspired by the Maslach Burnout Inventory (MBI). As a result, it is observed that 53% of teachers, according to the instrument (which does not replace a medical diagnosis), are in the initial stage of Burnout syndrome. In addition, many pointed out the occurrence of characteristic symptoms such as irritability, loss of interest in work, thinking about suicide. From five preventive actions suggested in the literature, 65% of teachers practice only one or none of them. In the qualitative multivariate analysis it is frequente (23%)  the mention of the absence for institutional prevention programs. It is concluded that the panorama of syndrome burnout among teachers is critical. Although they present several symptoms characteristic of this syndrome, individual and institutional actions that reduce the incidence of burnout have not been taken with due frequency. The study contributes to the understanding of professional life towards quality of life of professors and teaching practice itself.

O objetivo do presente artigo foi analisar os motivos que levaram os professores de AEE, que atuam nas escolas dos municípios da região do Piemonte da Diamantina, a atuar na área. Os sujeitos do estudo foram trinta e seis professores que participaram de uma entrevista com roteiro semiestruturado. De forma resumida foi possível inferir que o interesse dos docentes em atuar na Educação Especial, especificamente no AEE podem ser aglutinados em cinco itens a saber: 1) Experiência anterior com aluno com deficiência em sala de aula comum; 2) Experiência anterior através de atuação em escolas especiais ou projetos sociais; 3) Interesse pela temática durante o período como aluno, seja na educação básica, graduação, especialização ou cursos de aperfeiçoamento; 4) Contato com parentes ou amigos que possuem alguma deficiência ou sendo o próprio professor uma pessoa com deficiência e 5) Docentes que aceitaram convite de gestores para atuar nessa nova experiência considerada desconhecida.

The present work aimed to understand how teachers and university students develop teaching and learning strategies for reading at the university. The work is of a qualitative nature and is anchored in the reflective studio and interview narrative devices as a device for collecting information. The research collaborators are teachers and students of a public higher education institution in the state of Bahia. The study joins the discussions about reading at the university, woven by Anastasiou (2004); Pozo (2002), among others. As a result, it became evident that the relationships that teachers and students establish academically directly influence the teaching and learning processes of academic reading. Likewise, the narratives revealed that the interaction between students and teachers when established in a superficial way has a great negative impact on the teaching and learning processes of reading, especially for students.

This article seeks to reflect how social pedagogical practices can mobilize the reinvention of methodologies, having as reference experiences that think life in society in a critical, sensitive and collaborative way. The discussions are based on conjectures deep in the analysis of a narrative research, produced in a Reference Center for Social Assistance, with 11 elderly people between 60 and 72 years old. The results indicated that the methodology developed in six handicrafts workshops, strengthened the relationships, and were contributions to the revitalization of the dialogue and the emancipation of the subjects. In this process, it was found the importance of reinvented methodologies to substantiate the autonomy and authorship of the elderly and, still, their condition as a participant in society.

This study aims to analyze the fundamentals of education to understand the importance of school in prison and on the dialogical relationship between education and prison control. It seeks to assess the importance and potential of it for human development and for resocialization when applied in the prison system. It also aims to foster the debate about education aimed at young people and adults who are incarcerated, demonstrating the importance of prison education for inmates. It is unusual for society in general to think about education in this context, so the need to stimulate discussions on the subject, since the prison system encompasses a community of individuals who are already deprived of the right to freedom, but do not need to be deprived of their right to education. Finally, this paper will discuss the challenges encountered in the field of prison education, as well as its potential for transformation and reintegration of detainees in society.

The writing of history is always based in historical sources, but this matter only became an “issue” after the movement of the Annales towards a history renewed in methods, objects and techniques and, the expansion of the notion of document and a new concept of historical source. A bureaucratic imposition to create a memorial of professional life provoked reflections on the experience of transforming personal collection documents, personal papers, photos, and objects found in cabinets, folders and boxes, into historical sources for the writing of the History of Education. The possibilities and risks of this historiographic operation are discussed, because the process of dealing with memory implies facing strangeness, contradictions, incompleteness, absences and omissions. It is necessary to warn about the risks of transforming private archives into sources and about the need for knowledge about the history of society and of education in which the collection was produced, in an operation that faces the particularities without losing sight of the historical totality. Only the correct formulation of research questions can make sense of these private collections and turn them into historical sources.

Among the changes triggered in the political scenario that began in 1930 is the expansion of secondary education in the state of São Paulo, where until then there were only three schools of this type of education, with a markedly elitist and propaedeutic character. The process started between 1932 and 1947, when 58 public junior high schools were created through the initiative of the interventors and the municipalities. In the subsequent period, from 1947 to 1963, 474 junior high school establishments and 121 high schools were created, already with a significant participation of the State Legislative Assembly. This process involved an imbricated relationship between state and municipal public authorities and different social actors. The objective of this paper is to analyze the performance of these actors, problematizing disputes and representations about secondary school, especially involving the physical network of schools.

Cinema, an expression of an innovative art, ever since it emerged, it showed itself as one of the main semiotizing machines. Youth, in its multiplicity, has entered, in different ways, into the semiotization of the seventh art. This work aims at interpreting the relationship between cinema and space as ingredients in the construction of youth subjectivities. A theoretical premise provided the basis for the reflections: cinema is an art of moving space, running of places, characters and situations that combine image and movement, fascinates young people and influences them in their way of seeing the world – and of seeing themselves. In order to carry out the work, there was guidance from a graduated and doctorate course; participation in conferences about youth; researches on young people from urban peripheries and participant observation in public schools.

The only intention of this text is humor. Irony is no longer necessary, as it is given in all relationships and situations of daily life. It is an act of annunciation as preaching to fish as did St. Anthony of Lisbon or Father Antônio Vieira in the sermon in vain. Also, the Great Philosopher, embodied at different times, was predestined to this end – Spinoza, Rousseau, Nietzsche… A little bit of saint, preacher, philosopher and artist to announce to no one a pedagogy that will populate some future century. A pedagogy of becoming, of difference, of the reinvention of the common.

This written production is a report based on the pedagogical praxis and experiences of three professors from the subjects of Psychology of Education I and II taught at teacher training courses at the Federal University of Goiás. These subjects were taught online during the Remote Emergency Teaching period (RET), in the second semester of 2020, according to the resolutions and guidelines decreed by the government of Goiás to contain the dissemination of the new coronavirus, causer of the COVID-19 disease and the pandemic announced by the World Health Organization (WHO). This research aims to analyze the impact caused by the use of a different methodological strategy adopted during the RET period in a context marked by the Covid-19 pandemic. A qualitative study with ethnographic imprint was made in order to provide data for this work. The study was based on the works from the Cultural Historical Activity Theory (VYGOTSKY, 1999) and the Historical-Critical Pedagogy (SAVIANI, 2011). Its results evidence the use of art as a main resource by the professors and their students, which generated dialogue, the feeling of belonging and reflection about the pandemic context and the subjects taught at that moment. Although the dire pandemic context and the challenges caused by the RET period were felt, the ethical, political and epistemological commitment to the pedagogical work and the production of knowledge favored a humane teacher training and the students’ development, strengthening the relevance of the public university in Brazil.

ABSTRACT: The production and consumption of meat products on a worldwide scale has grown over the years, in addition to this, the search on the part of consumers for fast-prepared, nutritious foods that offer in addition to traditional compounds, bioactive ingredients has been expanding production of the sector. Most of these foods are said to be functional, which in addition to basic nutritional functions, produce beneficial metabolic effects to health, such as green banana biomass (BBV). Such an ingredient, in addition to not changing the taste of food when incorporated, enriches with resistant carbohydrates, vitamins and minerals. In this sense, the objective was to evaluate the effects of applying different concentrations of green banana biomass on the physical, physical-chemical and sensory characteristics of bovine kafta enriched with BBV. To this end, four formulations of kaftas with varying concentrations of biomass (0%, 0.75%, 1.5% and 2.25%) were substituted for bacon and characteristics such as water retention capacity (CRA) were evaluated. , lose weight by cooking (PPC), moisture, ash, protein and pH. In addition, the products were evaluated sensorially by 68 untrained tasters. As a result, it was observed that the incorporation of BBV did not influence statistically (p> 0.05) in most of the physical-chemical parameters of the elaborated kaftas. Mainly impacting PPC, reducing this parameter as the increase in BBV concentration was achieved. In addition, there was no statistically significant difference (p> 0.05) regarding the sensory parameters evaluated and all formulations presented acceptability rates greater than 75%, demonstrating the potential for using biomass in kafta formulations, reducing the percentage of fat total, increasing the fiber content without impacting the acceptability of the product in the substitution range presented in the present work. KEYWORDS: Restructured foods; meat; functional; nutritious; healthy.

ABSTRACT: This paper analyzes the determinants of education performance of students located in the State of Alagoas. The dependent variable considered is the scores obtained by the 5th grade elementary school’s students on Math tests and, as explanatory factors of the student’s performance, the school environment characteristics, family characteristics, and individual factors of the students. The employed methodology use a hierarchical or multilevel model, more indicated to deal with the hierarchical nature of educational data. In general, the results indicate that individual and family characteristics like gender, color, mother´s education, working condition, doing homework influenced proficiency. Among the school’s variables, highlight the relevance of schools’ physical infrastructure and the importance of teachers with a bachelor's degree. Therefore, we concluded that the grade in mathematics in the analyzed series is highly influenced by the student's attributes, but schools also add value to the students' performance. The model demonstrates that the student's working condition behaves differently between schools. In addition, it we found that the effect of family involvement affects performance less when the proportion of students behind in school is higher. KEYWORDS: School Performance, Prova Brasil, Hierarchical Linear Modeling.

ABSTRACT: Schistosomiasis is a relevant disease for public health in Brazil and Alagoas, and it is important to investigate the presence of the disease in endemic and non-endemic areas for the progress of eradicating this disease. Thus, the objective of the study was to carry out an investigation of mollusks and larvae of trematodes in an area not endemic for schistosomiasis mansoni. The study was carried out in Santana do Ipanema, Alagoas, by capturing snails in the Camoxinga stream and analyzing positivity for trematode larvae, including Schistosoma mansoni larvae, the etiological agent of schistosomiasis mansoni.  In addition, an analysis of the species' constancy of capture and the influence of periods of drought and rain and the average monthly precipitation on the abundance of snail species for the period from August 2018 to July 2019 was carried out. period, 2,431 snails were captured, with 443 (18.2%) dead. The animals captured alive (1,988) belonged to the species Biomphalaria straminea (Dunker, 1848) (Planorbidae) (989; 40%), Melanoides tuberculatus (Müller, 1774) (Thiaridae) (792; 32%), Pomacea lineata (Spix, 1827 ) (Ampullariidae) (133; 5.4%), Drepanotrema depressissimun (Moricand, 1839) (53; 2.18%), Physa marmorata (Guilding, 1828) (19; 0.78%) and Cyanocyclas brasiliana (Deshayes, 1854) (2; 0.03%) . In addition, B. glabrata and M. Tuberculatus were the species that were constantly collected and had abundant status for the study area. Regarding the two species of greatest constancy and abundance in the study area, B. straminea and M. Tuberculatus, it was not possible to establish a relationship between the abundance of animals and the period of collection (rainy or dry, p = 0.2336). The largest number of animals of both species was captured in the months of June and July 2019 for M. tuberculatus and B. straminea, respectively. The increase in the number of animals collected began to occur with the increase in rainfall indexes (January to April 2019) with a reduction in rainfall and animal abundance (May 2019), followed by a subsequent increase in both parameters, until the end of the year. end of the period studied. There was a linear relationship between rainfall and the abundance of B. straminea snails. The analysis of the infection of animals collected by larvae of trematodes showed that no animal of the species B. straminea was infected with larvae of Schistosoma mansoni. On the other hand, snails of the species B. straminea, D. depressissimun and M. tuberculatus were diagnosed eliminating cercariae of the species Longifurcate pharyngeate distome - Estregeocercária, Echinocercaria sp. and Xiphidiocercaria that were released from the mollusc M. tuberculatus, D. depressissimum and B. straminea. This research notifies the distribution of different species of snails being the first report of the presence of mollusks M. tuberculatus, D. depressissimum, Physa marmorata, Pomacea insularum, Cyanocyclas brasiliana in the Riacho Camoxinga, demonstrating the importance of studies of malacofauna in non-endemic areas for schistosomiasis to promote the prevention and control of these animals of medical importance, since these invertebrates can act as intermediate hosts of trematodes. KEYWORDS: Malacofauna, Schistosoma mansoni, Parasitic Diseases.