Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Dyslexia is a specific learning disorder, of neurobiological origin, characterized by difficulty in accurate and/or fluent word recognition, decoding and spelling skills. The use of technological resources in the classroom can be considered an adequate practice, in which the teacher uses it to stimulate the development of reading skills in order to offer more meaningful learning to students. Thus, the main objective of this research was to review the national and international literature on the use of digital technologies in the context of dyslexia. For that, the following databases were used: Digital Library of Theses and Dissertations (BDTD), Scientific Electronic Library Online (SciELO) and Education Resources Information Center (ERIC). To carry out the searches, the descriptors “Dyslexia” and “Technology” (BDTD and SciELO) and “Technology” and “Dyslexic” (ERIC) were used. In all, 18 academic productions were raised for the present article, in relation to the thematic categories we observed that the categories Resources and Higher Education allocated the largest numbers of productions, with four each, then we have Accessibility and Software (3); Teacher Training and Assistive Technology (2); Virtual Learning Environment, Distance Education, Remote Learning, Sources and Playfulness (1). Some productions were allocated in more than one category, since they contemplated more than one theme. The relevance of more publications on the subject is evident, especially in the context of Basic Education, with a view to contributing to the work of teachers, educators, family members, and education professionals who are interested in the area of ​​dyslexia and digital technologies.

Diese Studie ist das Ergebnis theoretischer Konstruktionen und Überlegungen zu bildungsbezogenem Lehrplanwissen, das in einem Postgraduiertenstudiengang entwickelt wurde. Der Text versucht, über die Lehrplanproblematik und ihre Beziehungen zur Krise in der zeitgenössischen Bildung nachzudenken, unter Bezugnahme auf Wissenschaftler im Bereich des Lehrplanwissens und die Beiträge der deutschen Denkerin Hannah Arendt. Außerdem werden die Arten von Lehrplänen und ihre jeweiligen Absichten in ihren pädagogischen Modellen, didaktischen Methoden, Forschungsmethoden, Vorstellungen von Welt, Wissen, Bildung, Schule und Bewertung erläutert. Der methodische Weg führte über eine bibliografische Recherche mit einem qualitativen Ansatz.  Die Ergebnisse weisen darauf hin, dass mit der in der Moderne etablierten Autoritätskrise, die alle Instanzen der Gesellschaft erfasst hat, auch der Bildungsbereich in seinen Gestaltungs- und Erziehungsprozessen in eine Bildungskrise geraten ist, die sich seit dem zwanzigsten Jahrhundert weltweit ausbreitet. Daraus ergibt sich die Notwendigkeit einer theoretischen Vertiefung der Lehrplanfragen unserer Zeit mit der Absicht, einen Lehrplan zu entwerfen, der angesichts unserer Realität zunehmend multikulturell ist.

Esse trabalho objetivou mostrar a importância da prática de equoterapia durante o período pandêmico, em alunos com necessidades especiais de ensino (AEE) e alunos do ensino inclusivo, como forma de mitigação dos prejuízos em suas aprendizagens e em todo desenvolvimento psicomotor, sendo observados aspectos positivos em alunos praticantes, tanto pelos professores quanto pelos pais como redução da ansiedade, desenvolvimento de fala, coordenação motora, melhora na socialização, concentração entre outros efeitos benéficos constatados, evidenciando a relevância da prática de equoterapia como uma ferramenta pedagógica capaz de otimizar o processo de ensino – aprendizagem e reduzir os danos observados nesse processo durante a pandemia.

This research presents a systematic literature review that aims to analyze the state of the art used concerning the formation of teachers towards the use of technological tools in professional and Technological Education. For that purpose, a bibliographic analysis from scientific works available in digital libraries, such as Academic Google, Scielo, and Journals from CAPES was conducted. The analysis was based on the works in Portuguese produced from 2015 to 2020. According to data, academic research on the inclusion of digital technologies is still a field that requires more discussion. Another relevant aspect is the discussion on the formation of teachers towards the use of the mentioned digital technologies, which is also introductory. From the total of 11 works, only 3 of them deal with the mentioned subject, that is, 27% of the analyzed production.

Este texto é uma resenha da obra Avaliação Educacional: interfaces de conceitos, termos e perspectivas, organizada por Mary Ângela Teixeira Brandalise, professora da Universidade Estadual de Ponta Grossa (UEPG) e coordenadora do GEPPEA - Grupo de Estudos e Pesquisas em Política Educacional e Avaliação composto por pesquisadores, pós-graduandos e graduandos que desde 2010 vem se envolvendo com trabalhos na área de avaliação e política educacional. O exemplar que apresenta 30 textos de autores convidados e membros do GEPPEA é um dos produtos resultantes do projeto de pesquisa denominado “Avaliação Educacional: sistematizando conceitos de referência” desenvolvido pelo grupo supracitado que é vinculado ao Programa de Pós-Graduação em Educação da UEPG, sendo o objetivo deste projeto realizar um levantamento sobre alguns conceitos, termos e perspectivas dos principais domínios ou dimensões da avaliação educacional em suas faces e interfaces com a política educacional.  

The prevention and treatment of Pressure Injuries must be a continuous act of nurses towards all hospitalized patients.This study aims to identify the knowledge of nursing professionals in the process of prevention and treatment of Pressure Injury. This is an exploratory, descriptive research with a quantitative approach that was developed with 32 nurses working in the Intensive Care Units (Neonatal, Pediatric and Adult) and Medical Clinic of the Regional Hospital of Ferraz de Vasconcelos, located in the State of São Paulo. The results point to a deficiency in the teaching-learning process, showing little attention in addressing pressure injuries during the graduation of these professionals, as well as the low adherence of professionals regarding the use of predictive instruments for the risk of pressure injuries. Among the nurses' competences, the nursing consultation, the human resources management process, material resources and permanent education were described. It concludes the need for improvements in the processes of prevention and treatment of Pressure Injury.

This article has as its theme the approaches to education and unitary school developed in Brazilian theses and dissertations produced in the last decade from the Gramscian conception. The objective was to analyze how theses and dissertations from the last decade present the Gramiscian concepts of education and unitary school, seeking to understand what type of education and what school model is presented to us. The methodology was a qualitative approach of a theoretical-bibliographic character, having as a research space the Brazilian Digital Library of Theses and Dissertations and contemporary authors who base their reflections on Gramsci, education and unitary school. Based on the selected works, it was concluded that the interests related to production, the world of work, the organization of the school and the education offered, persist, reinforcing the duality between the task of educating the school and the task of training labor at service of capital.

O neoliberalismo se constitui como uma ideologia caracterizada por um conjunto de ideias políticas e econômicas capitalistas que visam estimular o desenvolvimento econômico, sobretudo, sem a intervenção do Estado. No âmbito educacional, esse processo ocorre de modo sutil no qual a escola é compreendida na lógica de mercado. Além disso, a partir de 2019 o cenário mundial foi demarcado pela pandemia do coronavírus (COVID-19) que impactou as esferas econômicas, sociais, políticas e, sobretudo, a educação. Assim, este artigo tem como objetivo identificar e analisar a influência da relação público-privado no contexto educacional pandêmico a partir do viés teórico subsidiado em Paulo Freire. Desse modo, é utilizada como metodologia a pesquisa de revisão sistemática da literatura. Foram analisados 79 artigos sobre a temática sendo que somente 3 passaram pelos critérios de qualidade. Portanto, observou-se que em ambos artigos estava presente as relações público-privadas na educação brasileira balizadas nas desigualdades sociais e mercantilização da educação que se intensificaram com o período pandêmico haja visto que já existiam e estavam à serviço das agendas empresariais.

  This article aims to present reflections on the teaching internship and report the experience of a graduate student of the Postgraduate Program in Education at a public university in Santa Catarina, developed in the teaching internship in the graduate course in the Internship discipline. Supervised Curriculum in Geography III, of the 7th phase of the Geography Degree course at the Center for Human Sciences and Education of the aforementioned university, with actions developed in the first half of the year 2022. Finally, it appears that the process of teacher training in stricto sensu graduate programs, the objective is the relationship between theory and practice, participation in the teaching internship can be an important way to promote the practice of teaching by graduate students.

O artigo discute a Política Nacional de Alfabetização (Decreto 9.765/2019), analisando seu processo de elaboração, conteúdo e ressaltando o uso discursivo intencional. Inicialmente, apreendemos elementos da relação entre língua escrita e poder, destacando duas concepções de linguagem. Em seguida, refletimos sobre o processo de elaboração da PNA, para, enfim, examinarmos conflitos e apagamentos presentes no texto normativo. Entre as considerações, destacamos que o processo de elaboração da PNA, bem como seu conteúdo, reforça a compreensão de que a alfabetização nacional, para além de seus aspectos didático-metodológicos, faz parte de um projeto de nação objetivamente determinado.