RCAAP Repository

Current investigation describes and reflects on the limitations and possibilities of inclusive education by its foregrounding on Psychology and discusses aspects related to teaching, learning and development of students with disorders. Is it relevant to include these students within the school context? Is it possible to include these children? Based on the Historical and Cultural Theory, the issues involve the premise that a properly organized learning produces development. Current paper deals with a theoretical research in which we provide a historical outline of the education of people with disorders and establish a relationship between Psychology, Education and Inclusion. Results show that we have made a lot of progress with regard to normative aspects that warrant the access of students with disorder to regular schooling. However, the construction of a really inclusive school, featuring educational practices for the maximum development of the students´ capacities, is still a long way off. 

This study is related to the nine-year education and analyzes pedagogical practices and the treatment of reading lessons in the first grade of elementary school. Therefore, the following objective was proposed: to analyze reading activities used by two literacy teachers who worked in the first grade of elementary school aiming to understand how these texts can contribute to the formation of a critical reader. The survey was conducted in two schools located in the southern state of Minas Gerais and the methodology used included the observation of classrooms, interviews with the participating teachers and also the development of a diary. Our work is based on a concept of reading as a social practice and understanding of literacy based on the ideological model that admits the existence of literacy practices that are determined by the social and cultural context of the subjects. The results showed an excessive concern with the teaching of letters and their sounds, which leads us to observe the primacy of the writing technology teaching in the school context. 

The bases of the political art of John Dewey or his new practice of democratic citizenship are reviewed. Dewey is acknowledged as one of the most prominent of the American philosophers in the first half of the twentieth century. He is also the most influential due to endowing philosophy a public task, namely, political and educational concern. From the instrumentalist method applied to the political area, crucial postulates in the major writings of Dewey are selected to revitalize the meaning and draw up the practical impacts of the central element of his political philosophy: ‘the collective power of democratic community’. 

Primary and secondary public schools in Portugal are externally evaluated under the responsibility of the General Inspection of Education and Science (IGEC), starting from 2006. Since eight years after the initial experience has passed, current paper provides the degree of satisfaction with the external evaluation program of school leaders and managers with regard to the reference used, the process followed and the report sent to the schools. Data were collected by a questionnaire survey applied to 372 leaders and school managers: top managers (23 directors, 47 members of school management) and middle managers (90 coordinators of curriculum department and 212 class directors) from 25 schools in northern Portugal. Overall, the results show a higher rate of satisfaction of top managers compared to that by middle managers. With regard to the dimensions in analysis (Reference, Process and Report), it has been observed that the overall percentage of agreement lies between 53.40% (Reference), 69.10% (Report) and 81% (Process), revealing a positive positioning of respondents regarding to the External School Evaluation Program (PAEE). 

His article provides an overview of Religious Education, from the normative point of view, in three Brazilian states that regulated its offer differently. In a qualitative perspective, it was promoted an analysis whose attention was drawn to the structure and formal rules of the subject from the connections and formal-legal guidelines. In order to consider the presented elaboration, it is evident that although there is an apparent distancing of teaching models, the justifications are similar and regardless of the adopted model, the RE is a space, in which the ultimate goal is the integral formation of the subject. In this way, it is postulated that the subject may tighten the limits of secularism and disfavor individuals who profess no religion. 

Current study demonstrates that a National Student Assistance Policy, within the policies of the state, is a ‘historical construction built by several agents’. Contributions by the National Forum of Pro-Rectors for Community and Student Affairs (FONAPRACE) and by the National Union of Students (UNE) are highlighted with regard to the constitution of the National Student Assistance Program (PNAES), established by Decree 7.234 of 19 July 2010. A bibliographical and documentary research has been undertaken for current research in which a section of the Brazilian’s education discontinued history has been brought forth to demonstrate specifically some implications that collaborated towards the negation of access, permanence and conclusion to university education for most of Brazilian population. Although great progress occurred during the last decade throughpressure by the educational social movements, the inequalities within the IFES will be reduced only in another type of political system. 

Este texto se propone a analizar las elecciones de política escolar y educativas efectuadas en los territorios de Trentino y de Alto Adige, para las minorías de lengua alemana y ladina en el período entre el final del primer gran conflicto mundial y el principio del segundo. Los territorios de las nuevas provincias fueron objeto de múltiples operaciones políticas, económicas y sociales, señaladas por diferentes y opuestas estrategias: encaminamientos de implícita tendencia nacionalista que atribuían a las autoridades centrales amplios poderes legislativos se alternaron con otras orientaciones más democráticas, a fin de acoger las autonomías locales y reconocer los derechos de las minorías alemanas y ladinas. La búsqueda de equilibrio político entre las dos instancias, inicialmente perseguido, dejó el campo con la llegada del primer gobierno fascista a un nuevo escenario, en virtud del declarado fin de italianizar, todavía con la utilización de la violencia, el tipo y la organización de las nuevas provincias. El mismo escenario contradictorio marcará la evolución de las políticas escolares y educativas en los nuevos territorios. El intento de prolongar la normativa escolástica italiana a las nuevas provincias, primero de modo gradual y respetuoso delante de las minorías lingüísticas, de sus escuelas y tradiciones, sufrirá con el gobierno fascista un significativo cambio de comportamiento y razonamientos. El tema de esta investigación, que es poco estudiado y analizado en sus pormenores, asume su relevancia, sea en términos de investigación histórico-educativa dirigida al particular momento histórico y contexto geográfico, sea en términos del punto de vista de las consecuencias que tal hecho tuvo en la construcción de la república italiana.

Autism Spectrum Disorders (ASD) are characterized by impairment in social communication and restricted interests and activities. This profile may contribute to the isolation of these children and their families from social environments, such as schools. This scenario highlights the need for a closer relationship between family and school contexts to enhance educational inclusion gains and promote development and learning. The Parental Involvement refers to educational practices that parents tend to develop with their children, including involvement with the school. This study is a review of the parental involvement concept and theoretical models of family and school relationships. Few studies on this topic are related to inclusion of people with ASD, suggesting the need for more studies addressing this topic. . 

The municipality as space and municipal policies aimed at quality basic education are discussed. As a methodology, several studies that focus on educational policies implemented in municipal network systems of the state of Rio Grande do Sul, Brazil, are reviewed through a re-assessment of multiple cases in which interviews were made and documents analyzed. Current paper analyzesdifferent forms of exercise of local political autonomy in municipal policies on education, based on occurrences identified in the different cases which caused discontinuities. Results show the need for institutionalization as a dimension of local political autonomy and as a relevant factor to contain the discontinuity flow thatdisruptsthe projects for quality municipal education. The educational policies linked to the Instituto Ayrton Senna are focused. 

Michel Eyquem de Montaigne’s (1533-1592) philosophy foregrounds a pedagogy based on intellectual skepticism and moral stoicism. Since the acquisition of definitive or unquestionable knowledge is impossible, there would be the unending search for something that would be somewhat more reliable or probable. Similarly, it would be mandatory to educate the subject within a virtuous conduct to do one´s duty. Current article is an attempt to approach philosophy and education and brings to the fore Montaigne´s main topics within a review of his philosophy and his ideas on education, within the historical context (Renaissance) and his most relevant work (Essays). Results show that Montaigne´s intellectual skepticism and moral stoicism ward off possible mistakes, misconceptions, errors and illusions caused by concepts that do not question to what extent knowledge is reliable and ignore the importance of the formation of human behavior. It is expected that these considerations on Montaigne’s philosophical and educational ideas may trigger discussions on the theoretical foundation of education  . 

The obstacles and conflicts between the State and religion and current perspectives on the developments of this relationship with the education of the citizen are analyzed. The paper investigates the foundation of the modern State and its influence on the formation of modern and contemporary societies. It also shows the impact of the separation between religion and State to discuss that the citizen’s education leads towards enlightenment. Further, democratic and republican knowledge of citizens goes through the “rules of public education” (Diderot, 2000, p. 268). In fact, the State should be responsible for education in a constant dialogue with the various segments of society, so that ‘the object of education and the extent of lessons should provide him with plurality’. The central idea is that there may be a space for religious issues within the secular state, but they must be guided by reason that enlightens the citizen and they must be an expression of subjectivity and human freedom. Relationships between the State, Religion and Citizen Education should also include reflections about social inequality and the impact of religion on the maintenance or transformation of unjust social structures.

The enactment of the policy Innovatory High School Program (ProEMI) in two government-run high schools is analyzed. According to Ball et al., enactment means that policies are interpreted and translated by several political agents within the school environment rather than merely implemented. Working with the prospect of ‘enactment’ provides new possibilities to understand the policy cycle as presented by Ball et al. disconnecting the context of practice in dealing simply with politics in action from the context of influence as the enshrined status of ideas. Current paper tries to show how policies are put into practice by teachers in each specific context, from the resources available in the school and from the feelings and immediate interests of the school community. The reasons for possible differences in the implementation of policy in each of the analyzed contexts are also discussed. In fact, policy results from discussions of various and contextualized demands involving several school agents closely linked to the policy in question. 

Analytical elements that relate processes of juridical regulation and school control on Religious Education are provided. The methodology is based on documentary and bibliographic research. Chronology extends from the colonial period to the 1930s and shows that alliances and clashes on Religious Education in Brazilian education history were nurtured from the start through the influence of the Catholic Church, ecclesiastical authorities, several institutions and intellectual defenders of religious values and principles. The principle aspects which foregrounded the basis for the setting and characterization of the controversy and forms of Brazilian school organization and the Religious Education may be perceived during the Brazilian Empire period up to the 1930s within the Republican Period. They were based on the emergence and consolidation of antagonism between religion and secularism, highlighting the role of the State in its cultural training and schooling of the population as one of the central factors of the debate. 

The representations of education disseminated by the Catholic press between 1949 and 1959, are analysed. There was a great expansion of public education during this re-democratization period in Brazilian society, resulting in restricting denominational education and debates between Catholics and liberals on the new National Education Law and Guidelines. The newspaper Diário de Notícias published in Ribeirão Preto SP Brazil, by the Diocesan Curia, is discussed. Current study investigated how the Catholic press addressed the childhood theme, the aims and expansion of primary education, the inclusion of the popular classes in the school, the Adult Literacy Campaign and the goals of preparatory or vocational secondary education. Conservative positions, foregrounded on the enhancement of civic and patriotic values and religious education as the foundation of family and society, were forwarded.

The article deals with the relationship between federalism and education in Brazil during the First Republic period (1889-1930). The objective is to follow the discussion about public school in the country, in an environment influenced by the new system of government. It also tries to understand how education was ‘accommodated’ after the formation of the Brazilian federation, starting with the publication of the Republican Constitution of 1891. The major Law provided continuity to the principles signed by the Additional Act of 1834. Thus, the responsibility for the primary education along the First Republic ‘oscillates’ around the discussions about centralization and decentralization. Therefore, such considerations require reflections about the concepts of federalism and education, in the ambit of relations which the State establishes with the members of the federation (states or municipalities), resembling a kind of Brazil-like federalism. 

The Attention Deficit Hyperactivity Disorder (ADHD) is a neurobehavioral disorder characterized by persistent patterns and inadequate levels of inattention and / or hyperactivity-impulsivity. It is the most frequent disorder of school age, and, therefore, it is relevant that teachers know how to intervene appropriately, using educational and behavioral strategies in view of academic success and social integration. Currently, ADHD is probably the most studied childhood disorder and also the one first grade teachers face the most in their daily lives. In this study, in order to identify the knowledge first grade teachers have on this disturbance and the influence of professional experience in the evaluation they make upon their knowledge, a questionnaire was developed and applied to a sample of two hundred and fifty teachers. The results show that, in general, although the teachers have already worked with children presenting ADHD, they consider their knowledge as satisfactory, indicating the need of more qualification in this area. 

La política de educación escolar siempre fue explícita en sus intenciones de producir identidades para los pueblos indígenas. La Constitución Federal de 1988 rompe con el propósito asimilacionista/integracionista/colonizador de los currículos impuestos a los indígenas y reconoce las identidades étnicas insertadas en el contexto de las relaciones culturales y el derecho a sus costumbres, valores, tradiciones, lenguas y saberes. El uso de la lengua materna y de sus procesos propios de aprendizaje son categorías orientadoras de los currículos de sus escuelas. Teniendo la cultura como centralidad de la discusión, el texto se apoya en relatos de profesores indígenas de las etnias Terena, Guarani y Kaiowá, sujetos que viven las ambigüedades y los conflictos así como sus identidades y la identidad que pretenden para las escuelas en las diferentes comunidades. A pesar de las dificultades que la escuela indígena aún enfrenta, los movimientos indígenas ponen en tensión los patrones homogéneos y colonizadores de la escuela. Esta escuela hace parte de la vida de los indígenas y cumple su función social de trabajar con los conocimientos sin abandonar sus culturas como productora de sentidos y significados, sus saberes que garantizan la diferencia en el currículo, espacio de lucha, y en la producción de sujetos indígenas.

A research conducted between 2010 and 2012 revealed religious expressions, such as prints, statues, graffiti, scribbling and posters, in 60.87% of the government-run high schools of the Federal District of Brazil. These religious expressions were authored by institutional agents including teachers, students, administrative personnel and school managers. The qualitative induction approach was the method used in current research, with three procedures: photos of the religious representations, interviews with managers, group discussions with students. Results show that the phenomenon is part of the structural conflict within Brazilian educational milieu, or rather, secularism versus religious education. The paper also investigates whether the phenomenon deals with ideology or social representations. 

This paper was inspired by the growth and appreciation that Distance Education (DE) has taken in recent decades in the training of teachers in Brazil. Our main goal is to point transformations regarding distance Education in Brazil, especially in teacher education. Through that, we brought what is being debated these last years about Distance Education. From the results we can say that current transformations in the Brazilian educational scenario, particularly in teacher training and distance education show us that they need to be better understood. Reflecting about many issues DE has, we may conclude that clearly we need more research to answer many of our continuing questions, especially regarding formative needs and teacher learning in the Distance Education context. 

Albert the Great provided several statements to build a sort of Political Philosophy from his theological and philosophical works. His Political Philosophy is relatively autonomous with regard to Metaphysics and Supernatural Theology due to the fact that, even when it has its own principles, formal objective and end, which is the political common good, these derive from the Supreme Being and Supreme Good which are God´s first creations. There is thus a clear subordinate relationship between Political Science and Wisdom whose object is God.