ISSN: 2310-2799
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636,460 artículos
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Año:
2025
ISSN:
1980-5314, 0100-1574
Penteado, Regina Zanella; Sarti, Flavia Medeiros
Fundação Carlos Chagas
Resumen
The article discusses the internship in Distance Education teacher education with regard to the limits and possibilities for the professional socialization of future teachers, through the Virtual Learning Environment (VLE), considered as a device for accompanying and developing the curricular internship. Empirical research, of a qualitative nature and a descriptive and interpretative approach, uses content analysis of written and audiovisual documental data from the VLE of a pedagogy course. In the device, the monologic and self-taught attempts, as well as the absence of formers and accompanying, impose limits on the development of the internship and professional socialization. These results allows to question the contemporary model of teacher education
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Año:
2025
ISSN:
1980-5314, 0100-1574
Bikel, Roque Luiz; Benites, Larissa Cerignoni
Fundação Carlos Chagas
Resumen
This qualitative study aimed to map the relationships that occur in supervised curricular internship, focusing on the potential for cooperation between the training agents (university and school) in the context of a Bachelor’s degree in Physical Education. The findings indicate that cooperative relationships between universities and the schools are influenced by dynamics of collaboration and power, which introduce both formalities and informalities into practices. The concept of cooperation emerged as something constructed from an individual rather than an institutional perspective, with the prevailing factor being how individuals negotiate and shape the internship experience. In this context, the idea of partnership was seen as a way to build upon existing achievements and open up new possibilities for the internship.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Hudon , Pierre-Olivier; Gouin, Josée-Anne
Fundação Carlos Chagas
Resumen
This study, conducted during the final stage of a teacher degree program at a university in Quebec, analyzes the perceptions of six teaching interns regarding the mentoring practices of their supervising teachers and describes their classroom practices. Drawing on self-determination theory, the interns’ perceptions were examined through semi-structured interviews. The findings indicate that the interns perceive the support received from supervisors regarding their need for belonging as appropriate. In contrast, the support perceived in relation to autonomy is more variable, whereas support related to their need for competence seems more limited. The interns also mentioned difficulties in developing student support practices. The study recommends adapting the mentoring provided to interns and enhancing practical preparation in order to better address students’ needs.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Diniz-Pereira, Júlio Emílio
Fundação Carlos Chagas
Resumen
This article is based on empirical research which, through the systematic monitoring of proposals for building hybrid spaces for teacher education at Monash University, Australia, is part of a broader project aimed at analyzing the role, if any, of community knowledge in the education of basic education teachers. This is a multiple case study in which a single case was analyzed. Data collection instruments included descriptive observation, document analysis, and interviews with individuals involved in the development of these experiences. The findings helped us to understand both the challenges and possibilities for community participation in basic education teacher education.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Arroyo, Miguel Gonzalez
Fundação Carlos Chagas
Resumen
The analyses in this essay are structured around the following questions: what kind of state are we dealing with in these tense political times? A selective human rights state? Times of a dismantled human rights state? Which market state, of capital reasserting itself? Which democratic traditions are being dismantled, and which authoritarian traditions are being reinstated? What forms of resistance are there to affirm a human rights state, which recognizes the others as they reaffirm their humanity? How do we resist the commodification of human beings?
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Año:
2025
ISSN:
1980-5314, 0100-1574
Duarte, Mareliza Fagundes de Araújo; Lampe, Leandro
Fundação Carlos Chagas
Resumen
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Año:
2025
ISSN:
1980-5314, 0100-1574
Luquine Jr., Cézar D.; Peres, Maria Fernanda Tourinho
Fundação Carlos Chagas
Resumen
This study describes the characteristics of the school environment based on a sample of 2,680 adolescents from 119 municipal, state, and private schools in the city of São Paulo. The sociodemographic analysis of students and schools (infrastructure, administrative organization, and observed disorder) revealed a significant inequality among the types of educational institutions. In addition to sociodemographic differences between students attending public and private schools, it was observed that those in public schools, particularly state schools, are exposed to higher levels of disorder within the school environment. Disparities in physical infrastructure – and, consequently, in the overall quality of the school environment – appear to have a potential impact on student well-being and academic performance.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Carreira, Denise; Di Pierro, Maria Clara
Fundação Carlos Chagas
Resumen
This essay summarizes the results of a literature review from 2020 to 2023 on the impacts of Covid-19 on the education of young people and adults in Brazil, with special attention to obstacles to the enjoyment of this human right and the responses generated by educational policies. The analysis suggests that the potential of youth and adult education (EJA) was not mobilized by public policies to mitigate the effects of the Covid-19 pandemic. The health crisis has intensified the ongoing movement to dismantle and make invisible EJA policies and the disarticulation of the three spheres of government. Despite the efforts and creativity of educators, the adoption of emergency remote teaching without the required support has deepened preexisting socio-educational inequalities.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Domingues, Petrônio
Fundação Carlos Chagas
Resumen
This article discusses some obstacles, dilemmas and challenges related to the application of Lei [Law] 10.639/03. To this end, it highlights some problems linked to how Afro-Brazilian history and culture have been approached in the education system; then, it recommends resources, strategies and measures that can be taken to solve the problems. Finally, it gives a brief overview of the 22 years that have elapsed since the law was enacted, sparking an unprecedented debate in the education system and resulting in advances in confronting epistemic racism and the coloniality of knowledge.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Rocha, Maria Zélia Borba
Fundação Carlos Chagas
Resumen
The subject of the present article is the right to education. The study focuses on the legalization and implementation of the right to formal education in Brazil through public policies. The research examines historical periods from 1932 to 2016 to investigate how the right to education has been enshrined in legislation and educational policies. The method employed was Depth Hermeneutics, which reconstructs the meaning of symbolic form based on its contextualization in the social scenario. The findings highlight the subtopics that constitute the right to education and demonstrate how these have been expanded over the decades. The study concludes that basic education, as a subjective public right, serves as the sacred foundation for the consolidation of democracy.
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Hecho en México, Universidad Nacional Autónoma de México (UNAM). 1997-2025.
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