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

This is a bibliographical research about the need for a redirection of pedagogical practice, in the sense of breaking with traditional pedagogical practices that resist being part of higher education. Facing this challenge, the objective is to discuss the relevance of a pedagogical practice committed to social praxis, based on three basic assumptions: planning, interdisciplinarity and active methodologies. First, the conception of pedagogical practice is discussed and its theoretical-epistemological perspectives are presented. Then, these assumptions are related as essential elements for the change of teaching position in relation to the teaching-learning process. Concluding, it is understood that pedagogical practices emerge from praxis and, therefore, operate from the critical and reflexive relationship established between the subjects, the intentionalities and the ways of organizing and planning, interdisciplinarily, the contents through active methodological. Thus, it is verified that the change in pedagogical practice takes place in conscious, intentional and integrated collective work.

This text is a result of an investigation developed with the objective of mapping and analyzing the productions, in national basis, that covers the pedagogical coordination, with an approach to the researches that considers the coordinators’ education into the schools´ context. It comes from the understanding of both initiative and proposals of teacher education to the pedagogical coordinators must be aligned to their education needs in order to occur the significance of this teacher education in the pedagogical coordinator´s actions. In order to contemplate the aim of this research, a mapping of doctoral thesis and masters´ dissertations were developed based on the catalogue of thesis and dissertations from the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior do Ministério da Educação (CAPES/MEC) and in the site of the Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) do Ministério de Ciência e Tecnologia (MCT), considering a temporal period from 2008 to 2018, with the intention of investigating: what do the researches reveal in relation to the pedagogical coordinators´ educational needs? In which proportion do the proposals and initiatives of continuing teacher education directed to the pedagogical coordinators and referenced in the mapped researches have reflected upon the pedagogical actions developed by them? It was possible to find in the research that even if the thematic has moved forward considerably in the late years, it is yet novice the initiative of the continuing teacher education that considers the pedagogical coordinators´ educational needs as baseline of their formulation and realization,  thus promoting, the distance between the proposal in the researches and what have been observed in the coordinators´ performance.

Abstract: Nowadays, there are more and more postings of videos of students ‘videos against teachers on YouTube. Recorded secretly, such videos record images of teachers in humiliating and vexatious situations, many of which are associated with teacher’s refusal to allow the presence of smartphones in classrooms. In this context, the aim of this article is to reflect on the decline of teacher authority in the face of the massive use of smartphones by students. Thus, we have analysed two videos of great worldwide repercussion, whose images were recorded in schools in Brazil and Portugal. After analysing the relationship between the images and speeches of teachers and students, it is concluded that, in the first video, the teacher assumes the role of hero in a battle that, for many students, was already lost: he acts as a kind of exterminator who wins the dispute with the cell phone through an absolutely energetic reaction. Already in the second video, there is a kind of bankruptcy of education. When the teacher female refuses to return the student's smartphone, there is a violation of the taboo in relation to the teacher, since the destruction of her authority is present in the face of the physical and psychological aggression attributed to her by the student.

Esta pesquisa, de caráter exploratório, abordagem qualitativa tem como participantes recuperandos de uma APAC do interior de Minas Gerais, teve por objetivo investigar as possíveis contribuições da EaD ofertada no âmbito de um sistema prisional para a superação das limitações impostas pela privação da liberdade. Para coleta de dados foram realizadas entrevistas semiestruturadas e análise do conteúdo. Foram elencadas para este estudo três categorias principais: perspectivas, dificuldades e diferenças. Para os apenados a perspectiva em relação a estar cursando uma faculdade é de 78,7% positiva. A comunicação é uma das maiores dificuldades apontadas.  Uma das diferenças marcantes para os estudantes é a ausência do professor, 11,2%. A educação é apresentada pelos apenados como desafio e possibilidade. O desafio que é posto é a construção autônoma do conhecimento. Este, por sua vez, parece fazer aflorar valores como compartilhar, autoestima, pertencimento, organização e dedicação.

This article departs from the set of problems concerning the place occupied by Paulo Freire in the theoretical references of teachers of basic education of Brazilian public schools. The central objective is to analyze what teachers today know about the author, recognizing teacher training as a fundamental space for the production of theoretical reference and for the construction of teaching knowledge. This is a qualitative research and the empirical data were collected through questionnaires and semi-structured individual interviews, having as subjects 20 teachers working in public primary schools. It is defended the implementation of Freire's work and praxis  in the training of teachers.  

Este artigo, que trata da afetividade no espaço da Educação Infantil, utilizou-se do conceito de afetividade, bem como de documentos legais mandatórios ou de aspectos sugestivos acerca de ações e condutas a serem tomadas pelos órgãos e responsáveis pela primeira infância. Teve como objetivo apresentar e aclarar tais documentos, convidando oito professores de uma escola de Educação Infantil à reflexão sobre a dimensão afetiva abordada nas leis que regem e direcionam essa etapa da escolarização. Essa ação deu-se no cômputo de uma pesquisa-formação com duração de seis meses, a qual elegeu a teoria walloniana como fundamento ao conceito da afetividade e tomou como base a Constituição Federal (1988), o ECA (1990), a LDB (1996) e a BNCC (2017). Os resultados revelaram que os professores de Educação Infantil não apresentam grande interesse pelas leis que regem a primeira infância, todavia relatam que não existem muitas oportunidades, dentro do ambiente escolar, para que esses documentos sejam partilhados em formações. No que tange à concepção da afetividade, quanto ao desenvolvimento integral da criança, apesar de percebermos a intencionalidade dos documentos em trazer esse tema, somente com a BNCC (2017) a atenção para essa temática parece ter conquistado destaque junto aos professores que participaram da pesquisa  

We start from the assumption that teacher training must take place continuously, in order to consider the current socio-educational demands. Thinking from this perspective, the objective of this article is to discuss the steps chosen by the teacher when working with a formative tool know as minicourse and their pedagogical didactic production from this experience. The qualitative approach of the research provides a discussion on the application of the minicourse on the use of the digital technological artifact Webquest to teacher of a cooperative school in Minas Gerais and how this training moment influenced their choices and practices. As a data generation methodology, semi-structured questionnaires where uses, which enabled a direct analysis of the pedagogical experience lived at the time of the application of the minicourse. The results indicate that the minicourse is an influencer of a new pedagogical practice and as a contribute to the continuing education of the language teachers who participated to the process.

The current brazilian educational context promotes discussions about body and movement in educational institutions. This article aims to problematize the presence of dance-education in the National Curriculum Parameters (PCN) regarding primary schools, in theoretical studies, and in curricula from Pedagogy programs. The methodology used is of a qualitative nature, making use of documentary and bibliographic research. This study starts from the question: where is the dance-education? The theoretical reference is composed of: Gariba (2005), Nóbrega (2010), Gonçalves (1994), Todaro (2018), Arroyo (2012), Paviani (2011),Franzoni (2007), Albano (2010) and Ostetto (2010). An analysis of the PCN and theoretical studies shows that it is necessary to understand dance associated with education as an opportunity for body movement, with educational institutions responsible for enabling or denying its offer in their spaces. The results of the research in the curricular matrices showed the need to insert dance as a discipline or content, in greater intensity, in order to form dance teachers who can carry out teaching in dance-education in schools.  

This text is an essay that seeks to approach the educational concept from the confrontation of subjectivity and otherness. The proposal refers to a critical thinking that guides a possible reflection on the issue of educational foundations in modern liquid times, from the perspective of Zygmunt Bauman. In this sense, it is up to us to ask a question: how to think about education in this time in which aspects of a crisis of fundamentals in the pedagogical guidelines of contemporary education flourish more and more? Thinking about subjectivity and otherness in the light of Bauman's thought is a task that cannot be avoided by some potentially formative categories of subjectivity in contemporary thought, in the perspective of liquid modernity.

This contribution aims at discussing the role of autobiographical narratives in teacher education and investigate how A1 journals in Education have thematized it. For such, with the purpose of contextualizing the theme, we start by reviewing the history of teacher education and show the relevance of autobiographical narratives for teacher education, stressing their role as research method to rethink one’s own paths and revealing meanings, besides being crucial for teacher (self)education, since they allow movement through past, present and future. As such, it constitutes an importante aid for self-knowledge (SOUZA, 2013). At last, by adopting a bibliographic methodology, we examine articles published in A1 journals which have (auto)biographies as center point for the process of teacher education. In spite of having found few articles published in the period of six years, the publications reinforce the relevance of the (auto)biographical narratives for the critical development of teachers.