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

Understanding teaching work as an experience, incorporate aesthetic rationality and self-care become conditions for its valorization. The weakening and precariousness of educational activities in contemporary society has caused anguish and disenchantment in many teachers and, given the current scenario, the following problem is elaborated to direct our discussion: What is the place of aesthetic experience in the context of teaching work? As objectives of this theoretical incursion, the concrete conditions of educational activities in neoliberal society are questioned, as they impede the experience and the construction of meaning for the subjects of these activities, and aesthetic rationality and self-care are proposed as foundations of the teaching profession.  giving it an artistic sense. The construction of the text followed the thinking of Walter Benjamin and Theodor Adorno, and an approximation of Michael de Foucault's ideas with these theorists, considering the concepts of experience, aesthetic rationality, self-care and aesthetics of existence. As a result of the discussion, it became evident that when rescuing aesthetic rationality in his work, the teacher can tone his professional performance, even in the face of a historical tendency in the capitalist society of devaluation of the teacher and the imposition of an instrumental rationality as a form of control that he himself ends up reproducing in his pedagogical practice. Self-care creates space to think about the need for the teacher to cultivate body and mental practices and exercises that lead him to create a particular style of being overcoming the limits of  thinking and the neoliberal bureaucratic practices, opening up possibilities for building a profession based on aesthetics experiences.

This article aims to present reflections about the incessant searches for the reelaboration of my pedagogical practice, awakened in me as a master's student in the Master's Program in Education at the Federal University of Lavras. Over the two years of master's degree, methods, perspectives and theories related to Education and the act of teaching were presented, in addition to the suggestion of reading countless texts and books. In view of all the content addressed, I drew attention to issues related to the social dimension of the school and the classroom, of thinking about the real function and role of the teacher and of the link between teaching and the social context in which the school is inserted. Thus, in this work, I report how to reflect on such issues influenced me to modify my practices in the classroom. In the first section, I talk about my experience in the Professional Master's in Education, in the second, I address the social issue of teaching and, in the third, I discuss the classroom as an environment for discoveries and investigations. I hope that the ideas shared here will serve as an incentive for those teachers who, like me, dream of providing education that forges capable citizens with a desire to transform the context in which they live.

This study starts from the concern with the debate about the proposed changes in the reform of High School and its possible impacts on Physical Education. In this sense, the cut to be made in the work seeks to outline an interpretation of Law 13,415 that turns to high school in a process that affects human formation in the midst of educational policies and existing pedagogical proposals.It is intended to build a theoretical reflection to check the literature produced on the subject, especially those works that serve as a basis for the pedagogical proposals available within Physical Education aimed at high school.With this, it is expected to obtain sufficient answers that contribute to clarify the impact of the New High School Reform in the face of a context that tends to make education more flexible, which is directly related to the 21st century capitalist conjuncture.

The National Pact for Literacy at the Right Age (PNAIC, acronym in Portuguese), a public policy implemented throughout Brazil in 2013, sought to contribute to the development of actions with the main objective of fully literating all children up to the age of eight. Through this study, we sought to understand what the perceptions of literacy teachers that took part of PNAIC/2014 in Mathematics have regarding the topics and the proposals presented during this training course. The theoretical framework was based on bibliographic research focused on the initial and continuing training of the literacy teacher, with an emphasis on the training of literacy teachers in Mathematics. The data collected were of a qualitative nature, coming from a semi-structured interview applied to a group of eight literacy teachers that took part of PNAIC/2014, in the municipality of Lavras - MG. From the data collection it was possible to identify that PNAIC, despite collaborating, is not enough for the training of education professionals, which requires continuous and effective training in Mathematics and that courses like the PNAIC are not, in themselves, capable of changing Education immediately, but represent an important step in a long journey.

This article aims to discuss the possibilities of using multiple semioses in retextualizations made by children in literacy. To this end, the article brings studies on the role of the literacy teacher in the process of producing children's texts and on the multi-tools. The text, which results from a master's thesis, highlights the approach of children's texts in a discursive perspective, which considers aspects of the dialogical process of the literacy process beyond the study of the alphabetical system. It is revealed, with this study, that technological resources can favor the process of producing children's texts and contemplate an interaction between society and school. Keywords: Text production; Multiliteracies; teacher education

O presente artigo elege como objeto de estudo a formação docente continuada e o uso das tecnologias digitais e das Metodologias Ativas: sala de aula invertida e ensino híbrido como recurso metodológico para o aprimoramento do docente. Parte-se do pressuposto de que no atual contexto social o ensino convencional deve ser repensado, para que seja capaz de promover que os alunos sejam sujeitos ativos e autônomos do seu próprio processo de ensino-aprendizagem. Observa-se que o paradigma educacional necessita de transformações, assim como as decorrentes mudanças na sociedade devido ao uso das tecnologias digitais cada vez mais presentes. Desse modo, o presente trabalho tem como objetivo evidenciar a relevância da formação docente continuada para com o trabalho com as tecnologias digitais e uma mudança em sua prática pedagógica mediante ao trabalho com as Metodologias Ativas. Para a consecução deste estudo proposto, foi realizada uma pesquisa teórica que buscou embasamentos fundamentais para promover tal reflexão. Nesse sentido, o trabalho se justifica pela necessidade de propor uma reflexão sobre a importância das TDIC e as Metodologias Ativas para uma formação de alunos autônomos, mais críticos e reflexivos contribuindo com a sua formação cidadã. A reflexão deste estudo teve como pretensão incentivar futuros pesquisadores a utilizarem em suas aulas recursos mais interativos visando outras direções em relação ao ensino-aprendizagem.

The article in question refers to an excerpt from a research developed within the scope of the Professional Master's in Education, whose objective was to analyze the potential of the computational environment Logo in digital mathematical literacy practices in the development of algebraic thinking. The data were generated from tasks developed with students in the fifth year of elementary school at a public school in the interior of Minas Gerais. For theoretical foundation, authors who discuss digital technologies and mathematical literacy and digital literacy with a focus on Soares (2002), Ribeiro and Coscarelli (2017), Street (2004), Borba (2001) and Mendes (2007) were used as theoretical input. As a result, it was obtained the understanding that the use of digital technologies enhances the teaching and learning process, since the student is placed in front of their social reality, as currently digital technology is part of the history and cultural context of the students. subjects, and this use of digital technology, and other media, and the intentionality in which the situation triggering the learning was elaborated allowed the daily knowledge, mathematical knowledge and digital knowledge they already had to be mobilized and added to those that they acquire during the task, reaching the learning objectives.

The present work aims to understand how different modes of reading influence teacher training. In view of the changes that are taking place in our society and with Digital Information and Communication Technologies (TDIC) adding more and more elements in the forms of communication, the ways of producing and reading text have diversified, with new textual genres emerging. Thus, it proposes to analyze the effects of meaning arising from the image composition of an educational campaign broadcast on social networks. The current reality, in which the use of images is increasingly recurrent, especially through new technologies, requires the teacher to update himself and learn to handle these new resources. To demonstrate how the image can be used in school practices, an educational campaign was analyzed in order to highlight the complexity found in understanding non-verbal texts. For the theoretical basis of this research, the Grammar of Visual Design (KRESS, VAN LEEUWEN, 2006) was used, which made it possible to analyze an image from the representational, interactional and compositional metafunctions. This examination made it possible to describe how verbal and non-verbal elements are organized in a logical way and have a combination that allows the construction of meanings. Through analysis, it was observed that, regardless of the teacher's area of ​​expertise, it is essential that he knows how to work with images and, thus, contribute to making his student a proficient reader, at a time when the text has been undergoing reconfigurations, requiring new skills for the reading process.

Much has been discussed about the importance of the Programa Institucional de Bolsas de Iniciação à Docência, PIBID, as well as about the contribution that such program offers to teacher, since it intends to promote the initiation of the undergraduate in the school environment of the education network in addition to bringing the student closer to teaching practice (NÓVOA, 2013; ROMERO, 2017). Thinking about this, I intend, through an autobiography, how the program helped in my training and the experiences that made the construction and reflection of my teaching identity possible, taking into account my development as a undergraduate, since the teaching practice is aligned with the formation of the individual's identity (HALL, 2006; BARCELOS, 2016). In this bias, Zabalza (2004), Nóvoa (2013), Barcelos (2016), assert that the teacher is constructed from the experiences according to the context in which he is and not only based on the contents proposed in training courses. Inserting myself in this research area, I analyze how I, as a Letter’s student, evaluate my participation on PIBID, my contributions during the participation in the program and difficulties during the work. I analyze, through Functional Systemic Linguistics (White and Martin, 2005), how my experiences and challenges mean according to the attitude subsystem. With the elaboration and analysis of the autobiography I could see that the reflection about my teaching practice allowed me to reframe my actions, transform my conceptions about teaching-learning, perceive and value the help of others, in addition to showing how much PIBID influenced my identity teacher.

  The article presents a theoretical study based on a literature review that aimed to gather predictive factors for the permanency or dropout of distance higher education students. The identification of such predictors contributes so that, based on the factors that generate dropout and / or that favor the permanency of students in the courses, it is possible to plan actions to increase the success rate in distance higher education. The results showed that even knowing the predictors, they are not fully effective to respond in advance to the student's permanence or dropout, but they can offer indicators for the constant monitoring of these students. Thus, it was found that it is relevant to know students, their characteristics and motivations, the environment that surrounds them and to offer learning methodologies that favor their learning styles.